Money, Money, Money!

Submitted by: Emily Singleton

Grade Level: Third Grade Subject/Topic: Integrated (Social Studies)
Objectives:
The student ill identi!y ays to earn" spend" save and donate
money#
The student ill be able to create a simple budget#
Lesson Plan:
Introduction ($nticipatory Set/%otivation):
The teacher ill as& the student's to recall the basic needs !or survival# The teacher ill
as& i! these needs come at a cost# The teacher ill e(plain that humans need an income to
provide some o! the basic needs# The teacher ill dra a eb on the board ith a )*+
symbol in the center and encourage the students to brain storm ideas about ho people
earn an income# The teacher ill complete the eb ith the student !eedbac&#
,rocess:
In!ormation Giving:
The teacher ill direct the students to ta&e notes in their science journals as she
presents the vocabulary !or the lesson# The teacher ill introduce the ords income"
budget" savings" earning" spending and budget# The teacher ill then play the -rain ,op
.ideo titled /-udgets'# The teacher ill as& 0uestions to monitor comprehension o! the
in!ormation presented in the video# (E(amples: 1o does spending and saving relate to
needs and ants2" 3hy is creating a budget important2" 3hat does it mean to donate" and
hat organi4ations do people donate money to2)
%odeling:
The teacher ill model her thin&ing through5out the lesson and ill be modeling an
e(ample o! the problem solving budget activity during the guided practice#
6hec& !or 7nderstanding:
The teacher ill chec& !or understanding by as&ing !or retellings or reinstatements o!
the in!ormation provided# The teacher ill also as& !or e(amples and connections to the
vocabulary# The teacher ill monitor student's !eedbac& and as& i! the students have
0uestions#
Guided ,ractice:
The teacher ill project a problem solving budget scenario onto the hite board using the
Elmo# The teacher ill read the scenario and call on students to come to the board and
assist in completing the Student -udget ,lanner Sheet in relation to the scenario# The
teacher ill model the !ormula o! Income5(Spending89onating):Savings#
Independent ,ractice:
$s independent practice the students ill or& in previously assigned groups to complete
a similar budget scenario and Student -udget ,lanner Sheet# They ill be completing a
chart that calculates the spending" saving" and donating possibilities hen earning a
speci!ic income# The students ill be alloed to compare their or& ith an anser &ey
upon completion to sel!5chec& and ensure their understanding#
6losure / 6ulminating $ctivity:
The teacher ill connect the concept to the student's real orld e(periences by posing
the !olloing 0uestions )3hat are some ays that third graders can earn money2+ )3as
there anything you anted to buy but had to save up !or in order to purchase2+ and )3hat
&inds o! things did you sacri!ice to be able to purchase the item you ere saving !or2+
Rationale: The purpose o! this
lesson is to strengthen the
student's understanding o! basic
economic principles and concepts#
TEKS Achieved:
SS3. !3." Econo#ics. The
st$dent $nde%stands the &$%&oses
o' ea%nin(, s&endin(, savin(, and
donatin( #oney. The st$dent is
e)&ected to: !A" identi'y *ays o'
ea%nin(, s&endin(, savin(, and
donatin( #oney.
!+" ,%eate si#&le b$d(et that
allocates #oney 'o% s&endin(
savin( and donatin(.
+loo#-s Ta)ono#y:
;noledge/<emember $nalysis
6omprehension/7nderstand Evaluate
$pplication 6reate
.i''e%entiated Lea%nin(:
$uditory .isual/Spatial
Logical/%ath .erbal/Linguistic
Intrapersonal Interpersonal
,lass%oo# St%ate(ies
6ooperative Groups 1ands5=n
Technology Simulation
6harts/Graphs/%aps Lecture
,roblem Solving 3hole5group
Mate%ials/E0$i&#ent:
-rain pop /-udgets'" Student
-udget ,lanner Sheet" and Scenario
Sheets#
,$%%ic$l$# 1nte(%ation:
%ath Social Studies
<eading Science


The teacher ill e(plain that &eeping a
budget and spending less than e earn
allos us to be !inancially responsible
citi4ens#
Acco##odations:
># $ student ith $919 could be
accommodated by the
assignment o! a particular role
ithin his or her small group#
They could also be provided
ith the guided practice
e(ample to use as a guide# The
teacher can chec& on the
student !re0uently to provide
support#
?# $n Ell student could be
provided ith a vocabulary
ord list ith simpli!ied
de!initions o! the terms and
images that support them#
The teacher can assign the
student to a peer mentor
ithin his or her group to
assist them ith the
independent practice activity#
En%ich#ent/E)tension:
The Students can sitch scenarios ith
another group" or they can be provided a
scenario ith no dollar amounts# The
students ill be re0uired to !ill in the
dollar amounts and complete the -udget
Sheet in accordance to the numbers
they included#
Assess#ent/Eval$ation:
The student's ill be assessed in!ormally
by their participation in the hole group
instruction and in the guided practice
activity# The teacher ill also evaluate
the group or& during the independent
practice activity !or comprehension
a!ter completion# The teacher ill
actively monitor students and ta&e notes
o! students understanding#