Title of Unit: EconoMoney Title of Lesson: Types of Money Submitted By: Meghan McQuain

A. Summary of the Lesson Plan: This lesson will show students that not all money looks like green and white paper bills and coins like we have here in the United States. Money can take on different looks whether its coins, paper money, shells, cows, or whale teeth. B. Target Population: Grade Level: 3rd Skill Level: Verbal, linguistic, bodily-kinesthetic Grouping: Whole class for reading and discussion,

C. Materials: Houghton Mifflin Student social studies book Houghton Mifflin Teachers edition book. (Pg. 266-267) Coin collection from other countries or Power point of one. Toys, accessories, stickers, school supplies from the dollar store. Student social studies notebook. D. Objectives: o NV State Social Studies Standards o E10.3.1 Identify forms of money used by people across time and place.

Student-Friendly Standards I will understand that not all money is the same. Money is determined by whatever is widely accepted for exchange of goods and services, and bartering is the exchange of services/goods that have close to equal value.

E. Procedure: 1. Show students the coin collection or power point of different types of money used by different areas during different times. 2. Ask students to write down what they notice about these coins; are they worth anything to us here in the United States? Why? 3. Read and discuss pages 266-267 TE Houghton Mifflin 4. As a class, have groups brainstorm to come up with a type of money they can use in class. (It must be widely accepted.) 5. Once a class form of money is decided, distribute an equal amount to each student. 6. Have each student close their eyes and pick an item from the goods box (with dollar store items)
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: EconoMoney Title of Lesson: Types of Money Submitted By: Meghan McQuain

7. Once every student has an item, allow them to pay for items and/or barter. Give the students about 10 minutes and see where theyre at. Who sold their items to gain more money? Will they save or spend it? Who has the same amount of money they started with? Who has less than what they started with? Do they have the same goods that they started with? 8. Have students write down their thoughts on the process in their student social studies notebook. 9. CLOSURE: Have students share what they wrote with two other classmates. F. Assessment: What will you use to measure student understanding? E10.3.1 Identify forms of money used by people across time and place. Students must create a form of money that they wished the United States had. They must also provide a picture and an explanation as to why they would want that as the U.S. from of money. Explain how you will know students understand the concepts from the lesson. Students will demonstrate knowledge of the concepts through their contribution to classroom discussion, and their answers to the assessment. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part will be reading, discussing with the class, and showing either the power point of my coin collection from other countries. 2. Which part will be most challenging for you to teach? The most challenging part will be the purchasing/bartering of goods using classroom money. 3. How will you follow up or extend this lesson? I can follow up or extend this lesson by having the students research one type of currency from another country. 4. What will you do for students who dont grasp the concepts? For students that dont grasp the concept, I will need to meet one on one to share in more detail the idea of money and that it can be different depending on where one visits in the world. 5. Which part of the lesson, if any, do you think might need to change?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: EconoMoney Title of Lesson: Types of Money Submitted By: Meghan McQuain

I might need to provide students with more materials on bartering or money. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was coming up with the idea to have students create their own classroom currency and then purchase and barter goods within the classroom with out it being too expensive and ridiculous.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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