EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 3

Title of Unit: Economic Education Day 3
Title of Lesson: Continue -My Rows and Piles of Coins
Submitted By: Denise Crosby
A. Summary of the Lesson Plan: This is the second half of a 2 day economic lesson is designed for 3rd grade students to learn & identify the economic principles and processes that are helpful to producers and consumers when making good decisions. This lesson uses the book My Rows and Piles of Coins by Tololwa M. Mollel (Clarion Books, a Houghton Mifflin Company imprint, New York: 1999) ISBN 0-395-75186-1; about a Tanzanian boy saves his coins to buy a bicycle so that he can help his parents carry goods to market, but then he discovers that in spite of all he saved he does not have enough money. B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: My Rows and Piles of Coins by Tololwa M. Mollel (Clarion Books, a Houghton Mifflin Company imprint, New York: 1999) ISBN 0-395-75186-1 Picture of a bicycle Resource Sheet 1: Work Tickets (or the coupon-type sold in stores) Chart of Resource Sheet 2: Decision Tree Individually wrapped candies, to be offered for the value of one work ticket Small prize items: e.g., erasers, pencils, small toys. Assign a number of work ticket values greater than 1 ticket to each prize. Atlas or large wall map of Africa Resource Sheet 3: Making Economic Choices with Money D. Objectives: NV State Social Studies Standards E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities. E9.3.2 Give examples of prices consumers have paid when buying goods and services. E9.3.3 Give examples of prices set by businesses for selling goods and services. Student-Friendly Standards E9.3.1 I can show the difference between what I need from what I want. E9.3.2 & E9.3.3 I can give an example of prices consumers pay when buying goods & services & prices businesses set.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 1
E. Procedure: 1. From the yesterdays lesson the students predicted what Saruni will do with his coins.. 2. Continue on day 3 with the Read-Aloud to complete the story. 3. Discuss the story events using some of the following questions, including a review of the vocabulary words errands, maize, harvest, shillings, and motorbike as needed: a) What goods did Yeyo and Saruni take to the market to sell? (Early in the growing season, they took dried beans, maize, pumpkins, squash, bananas, firewood, and eggs. After the harvest in June, they took peas, sweet potatoes, vegetables, and fruits.) b) How did his mother Yeyo reward Saruni for helping her at the market? (She gave Saruni coins to spend.) Explain that Saruni now had some income of his own. He would need to make choices about how to use his income. c) Saruni had coins in his pocket to spend at the market. What goods did Saruni see there? (He saw roasted peanuts, chapatti bread, rice cakes, sambusa dough pouches, wooden toy trucks, kites, slingshots, and marbles.) d) What did Saruni decide to do with his money? (He saved all of his coins in a moneybox. He wanted to save for a new bicycle of his own.) e) What did Saruni give up when he decided to save his coins for a bike? (He gave up the opportunity to buy the other goods for sale at the market. His next best choice would be called his opportunity cost.) f) When the weather was bad and Yeyo and Saruni could not go to market, how did Saruni work at home? (He did house chores, and helped his father Murete on the coffee farm. He pruned coffee trees, and placed leaves and twigs around the coffee stems.) g) How did Saruni show that he was responsible enough to own a bike? What other character traits could be used to describe Saruni? h) The bicycle cost more than Saruni was able to save in one growing season. How was he able to have a bicycle of his own? i) What do you think Saruni will do with the money Yeyo gave back to him? What choices does he have? j) How is the market that Saruni visited similar or different from the places where you shop? 4. CLOSURE: Work ticket activity: Remind students that you have been distributing work tickets during the past few days to pay students for services they provided to the class. Announce that they will now have the opportunity to cash in their work tickets for goods. They may also choose to not cash in their tickets and save them toward something they will purchase later in the week when they have earned more tickets. Follow up with another opportunity for work ticket redemption later in the week. F. Assessment: What will you use to measure student understanding? Distribute Resource Sheet 3: Making Economic Choices with Money. With the students, complete the section of the chart for Saruni. Then have the students complete the
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
section of the chart for their own work income and spending. (If students say they dont have any income of their own, be prepared to share a sample, such as the one, below for assessment purposes: Madeleine earned 50 cents folding laundry for her mom. Then she cleaned out her dresser drawer and found 75 cents. She added this money to her allowance of $2.00. Madeleine wanted to buy a bracelet for $1.75 but decided instead to save the money to spend at the school fair next week. Explain how you will know students understand the concepts from the lesson. Students must identify how Saruni chose to earn, save, and spend his money and relate it to their own lives. Writing about their spending and savings will show their understanding of needs versus wants and the importance of saving their money. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? This lesson seems very straightforward and easy to follow. 2. Which part will be most challenging for you to teach? The most challenging part of this lesson might be teaching the children to save their Work Tickets to buy better/bigger or more important items. This age still is in the stage of instant gratification and patience to earn more tickets might be a new and difficult concept for them. 3. How will you follow up or extend this lesson? To extend this lesson, we will follow up with distributing Work Tickets during the unit for trade of goodies in order to give the children a feel for earning, saving and buying of goods. 4. What will you do for students who dont grasp the concepts? For students who dont understand the concepts in this lesson, I would give more time and reteach, modeling by thinking aloud with the students. We would work together on graphic organizer Decision Tree. 5. Which part of the lesson, if any, do you think might need to change? This lesson was written very well. Im not sure I would change anything. I am going to use this with my 3rd graders and see how smoothly it will flow. 6. When you were writing this lesson plan, what was the most difficult part? As with all lessons, I find the assessment to be the most difficult. This assessment seemed to fit the authentic requirement. I thought it also fit the practical application of the concepts learned in this lesson.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Resource Sheet 1
Work Tickets
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
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Work Ticket
Work Ticket
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Work Ticket
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Work Ticket
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Work Ticket
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Resource Sheet 2
Decision Tree
page 5

Resource Sheet 3
Making Economic Choices with Money Sarunis Choices My Choices

How did Saruni earn his money? How do I earn money?
Name some goods that Saruni could choose to buy at the market.
Name some goods you could choose to buy with your income.
Circle in red the good that Saruni wanted the most. Circle in blue the good that you think might be Sarunis next best choice. Saruni chose to save his money for ____________________________. What was Sarunis opportunity cost? _____________________________ Why was saving money important to Saruni?
Circle in red the good that you would say is your first choice. Circle in blue the good that you think might be your next best choice. Name the good that you chose to buy: ______________________________ What is your opportunity cost? _______________________________
Why might saving money be important to you?
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EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 3

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Title of Unit: Economic Education Day 3

Title of Lesson: Continue -My Rows and Piles of Coins

Submitted By: Denise Crosby

Nevada State College