LaneTurbyfill

LIS654
SocialStudiesMiniUnit

SocialStudiesMiniUnitLesson#1Plan

th
GradeLevel
:4
Grade

LibraryContext(fixed,flexible,combination,individualizedinstruction,
standalonelesson,lessoninaunit,multiplelessonsinaunit):
Flexible,lessonin
aunit

CollaborationContinuum(none,limited,moderate,extensive):
Moderate

ContentTopic:
Wantsvs.Needs,balancingmoneyusage

EstimatedLessonTime:
60minutes

ST
STANDARDSFORTHE21
CENTURYLEARNER

SkillsIndicators:
1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
2.1.3Usestrategiestodrawconclusionsfrominformationandapplyknowledgeto
curricularareas,realworldsituations,andfurtherinvestigations.
4.1.5Connectideastoowninterestsandpreviousknowledgeandexperience.

DispositionIndicators:
2.2.2Usebothdivergentandconvergentthinkingtoformulatealternativeconclusions
andtestthemagainsttheevidence.
3.2.3Demonstrateteamworkbyworkingproductivelywithothers.

ResponsibilitiesIndicators:
2.3.1Connectunderstandingtotherealworld.
3.3.2Respectthedifferinginterestsandexperiencesofothersandseekavarietyof
viewpoints.
3.3.4Createproductsthatapplytoauthentic,realworldcontexts.

SelfAssessmentStrategiesIndicators:
2.4.1Determinehowtoactoninformation(accept,reject,modify).
3.4.2Assessthequalityandeffectivenessofthelearningproduct.

Scenario:
Whenstudentscometothebookfair,theydonotunderstandthevalueof
themoneytheybring,orthelimitsthatvaluecreates.Studentswanttogetalargepile
ofbooksandotheritems,buttheirmoneyrestrictstheirpurchasestojustoneortwo
items.Theyalsofailtounderstandthemeritofpurchasingbooksinsteadofpencilsand
erasersalongwiththevariousotheritemsthatcomewiththefair.Inanattemptto
explainthis,wewilltakealookatwhatstudentsneed,versusthethingstheywant,and
attempttounderstandwhatthedifferenceisandwhichismoreimportant.

Connectiontostateorlocalstandards:
NorthCarolinaEssentialStandards:
4.E.2.2Explainhowscarcityofpersonalfinancialresourcesaffectsthechoicespeople
makebasedontheirwantsandneeds.

4.E.1.1Understandthebasicconceptsofamarketeconomy:price,supply,demand,
scarcity,productivity,andentrepreneurship.

Overview:
Inthislesson,studentswillbeexpectedtocreatealistofitemstheywould
liketopurchasefromthebookfair,andthenclassifywhetherthoseitemsareneedsor
wants,andexplaintheirreasoning.TheywillbeexpectedtocreateaNeedsvs.Wants
charttogetherasaclass.

FinalProduct:
Asaclass,wewillcreateaNeedsvs.Wantschartwiththeitemsthey
havechosenfromthebookfair.Thiswillbedoneasawholegroup,withbreakout
discussionsbeforecreatingthefinalproduct.

LibraryLesson(s):
Preparingstudentsforthebookfair,aswellaslaterinlifewhen
theywillneedtoprioritizetheirusageofmoneyaswellastimeandotherresources.

AssessmentProduct:
StudentswillcreateaNeedsvs.Wantschartasawholeclass

Assessment

Process:
Sincethechartisbeingmadeasaclass,individualswillbe
assessedbasedontheirparticipationinthegroupdiscussionbefore,aswellastheir
participationinthecreationofthechart.

StudentSelfQuestioning:
Studentswilltalktogetheringroupstocomeupwithitems
fromthebookfairtheywouldliketopurchase.Toaidinthis,studentswillbeprovided
withaflierfromthefairwithsomeitemsthatwilldefinitelybeatthefair,aswellasuse
theirknowledgeofpreviousfairs.Theywillalsohavetothinkaboutiftheitemsthey
choosearenecessary,orneeds,thatwillhelpthemgrowandlearn,oriftheyarejust
somethingtheywant,suchaserasers,bookmarks,orpencils.Studentswillbeaskedto
thinkIsthissomethingthatwillhelpmeinschoolorisitsomethingtoplaywith?

InstructionalPlan

Resourcesstudentswilluse:
iPads,AcceleratedReaderapp,bookfairflier

Resourcesinstructorwilluse:
AR360toassignarticle,projector,NeedsandWant
Mimio(eachclassssecondchartwillbesavedseparately)

Instruction/Activities

DirectInstruction:
Asagroup,theclasswilldiscusstheconceptofneedsandwants.
ThestudentswillbeaskedquestionssuchasWhatdoesitmeanto
need
something
Whatabout
want
something?Whatisthedifferencebetweenthetwo?Oncethe
classhasdecidedonadefinition,theywillusetheiriPadstoaccesstheassignedarticle
throughAcceleratedReader,andwillreaditoutloud,takingturnsasaclass.Then,the
studentswillbeaskedwhyitsimportanttothinkaboutneedsandwants,andhowthe
amountofmoneytheyhavecanlimitwhattheypurchase.

Modelingandguidedpractice:
TheinstructorwillprojectachartwithNeedsand
Wantsatthetop.Studentswillbeaskedtosortoutsimplegroceriesintoeithergroup
basedontheirownunderstandingofneedsandwants,withhelpfromtheinstructor.

Independentpractice:
Afterparticipatinginthecreationofthegrocerychart,students
willbeaskedtothinkaboutthebookfairanditemstheywouldliketopurchasethere.
Theywillbeprovidedwiththeflierforthecomingfair,aswellasbeaskedtothinkabout
previousfairsanditemstheywantedtopurchaseordidpurchasefromthem.


Sharingandreflecting:
Afterbreakingintogroups,theclasswillcomebacktogetherto
createanewchartwiththeiritemsfromthebookfair.Theywillsaywhichsidetheitem
goesunderandwhytheybelievethat.

Strategiesfordifferentiation:
Thislessonreliesonbuildingpriorknowledgeofabook
fair,butalsoallowsforstudentstodiscusswhattheyexpectorhaveseenatafair.
Thosestudentswhohaveneverbeentoafairwillbeabletolookatthefliertoseewhat
willbe.Studentschoicesandexplanationswillbeacceptedonwhateverleveltheycan
begivenaslongastheyarewellthoughtout.

References
D'Innocenzio,Anne."WalMart:Try,TryAgain."
TheBigStory
.AssociatedPress,12
Aug.2014.Web.23Mar.2015.<
http://bigstory.ap.org/article/walmarttrytryagain
>.
ArticleeditedforreadinglevelandagebyAcceleratedReader,linktoedited
version:
http://ar360.renlearn.com/read/310308/
(requireslogin)

BeckyPeterson
LIS654
SocialStudiesMiniUnit

SocialStudiesMiniUnitLesson#2Plan

GradeLevel
:4th

LibraryContext(fixed,flexible,combination,individualizedinstruction,
standalonelesson,lessoninaunit,multiplelessonsinaunit):
Flexible,Lessonin
aUnit

CollaborationContinuum(none,limited,moderate,extensive):
Moderate

ContentTopic:
BudgetingPersonalFinances

EstimatedLessonTime:
75minutes

ST
STANDARDSFORTHE21
CENTURYLEARNER

SkillsIndicators:
1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
2.1.3Usestrategiestodrawconclusionsfrominformationandapplyknowledgeto
curricularareas,realworldsituations,andfurtherinvestigations.
4.1.5Connectideastoowninterestsandpreviousknowledgeandexperience.

DispositionIndicators:
2.2.2Usebothdivergentandconvergentthinkingtoformulatealternativeconclusions
andtestthemagainsttheevidence.
3.2.3Demonstrateteamworkbyworkingproductivelywithothers.

ResponsibilitiesIndicators:

2.3.1Connectunderstandingtotherealworld.
3.3.2Respectthedifferinginterestsandexperiencesofothersandseekavarietyof
viewpoints.
3.3.4Createproductsthatapplytoauthentic,realworldcontexts.

SelfAssessmentStrategiesIndicators:

2.4.1Determinehowtoactoninformation(accept,reject,modify).
3.4.2Assessthequalityandeffectivenessofthelearningproduct.

Scenario:
Whenstudentscometothebookfair,theydonotunderstandthevalueof
themoneytheybringorthelimitsthatvaluecreates.Studentswanttogetalargepileof
booksandotheritems,buttheirmoneyrestrictstheirpurchasestojustoneortwo
items.Inthepreviouslesson,studentslearnedaboutthedifferencebetweenwantsand
needsandappliedthisknowledgetocreatinglistsbasedonavailableitemsatabook
fair.Inthislesson,studentswilldrawuponwhattheylearnedaboutwantsandneedsto
learnaboutbudgetingmoneyandcreateasimplebookfairbudget.

Connectiontostateorlocalstandards:
NorthCarolinaEssentialStandards
4.E.1.1Understandthebasicconceptsofamarketeconomy:price,supply,demand,
scarcity,productivity,andentrepreneurship.
4.E.2.2Explainhowscarcityofpersonalfinancialresourcesaffectsthechoicespeople
makebasedontheirwantsandneeds.

Overview:
Inthislesson,studentswilllearnaboutcreatingabasicbudget.Students
willusethewantsandneedslisttheycreatedinthelastlessontobuildtheirbookfair
budgetinthislesson.

FinalProduct:
Studentswillcreateasimplepersonalbookfairbudgetusingthewants
andneedscharttheycreatedduringthepreviouslesson.

LibraryLesson(s):
Thislessonwillpreparestudentsforthebookfairaswellaslaterin
lifewhentheywillneedtoprioritizetheirusageofmoneyaswellastimeandother
resources.

AssessmentProduct:
Studentswillcompleteasimplepersonalbookfairbudget.

Assessment

Process:
Studentswillbeassessedbasedontheirsuccessfulcompletion
oftheirpersonalbookfairbudgets.

StudentSelfQuestioning:
WhatnewunderstandingsdidIdevelopaboutthetopicoridea?
Howwelldoesmybudgetfulfillalltherequirementsoftheassignment?

HowcanIsharethisexperiencewithothers?
Howdoesmypretendbudgethelpmeunderstandbudgetingformyownbookfair
purchases?

InstructionalPlan

Resourcesstudentswilluse:
Bookfairwantsandneedschartfrompreviouslesson,
Bookfairflyer,Personalbookfairbudgetworksheet

Resourcesinstructorwilluse:
Interactivewhiteboard,laptop,
Alexander,WhoUsed
toBeRichLastSunday
byJudithViorst,Examplebudgettousewith
Alexander
book

Instruction/Activities

DirectInstruction:
Themediaspecialistwillbeginthelessonbydisplayingthebook
fairwantsandneedschartthatwascreatedatthelastlessonandwillaskstudentsto
pairandshareaboutthedifferencebetweenawantandaneed.Then,themedia
specialistwilldisplaythewordbudgetonthewhiteboardandaskstudents,Whatisa
budget?Canyougiveanyexamplesofwhenyouveseenorusedabudgetinyour
life?Afterhavingstudentssharetheirresponses,themediaspecialistwilldisplaya
simpledefinitionunderthewordbudgetontheboard:aplanthatshowshowmuch
moneycomesinandhowmuchmoneygoesout.Themediaspecialistwilltellstudents
thattodaytheyaregoingtousewhattheylearnedaboutwantsandneedstocreatea
bookfairbudgettohelpthemdecidehowtowiselyspendtheirmoney.

Modelingandguidedpractice:
Themediaspecialistwillreadthebook
Alexander,
WhoUsedtoBeRichLastSunday
byJudithViorsttostudents.Beforereading,the
mediaspecialistwillexplainthebackgroundofthebook,thatAlexandergetssome
moneyandstartsspendingitwithoutreallykeepingtrackofhowheisspendingit.Will
hemakewisechoicesashespendshismoney?Willhehaveanymoneyleftattheend
ofthestory?Themediaspecialistwillalsointroduceablankworksheetdisplayedonthe
whiteboardthatstudentswillhelpthemediaspecialistcompleteduringthereadingof
thebooktotrackhowAlexanderspendshismoney.Theworksheetwilltrackhowmuch
hestartswith,whathespendsiton,andhowmuchhespendsoneachitem,witha
runningtallyofhowmuchhehasleft.Therunningtallywillgivestudentstheopportunity
topracticesubtractionskillsastheykeeptrackofhowmuchmoneyAlexanderhasleft
aftereachexpenditure.


Themediaspecialistwillreadthestorytothestudents,askingthemtovolunteerthe
informationtocompletetheworksheetasthestoryisbeingread(i.e.thestorywillnot
bereadstraightthrough).Afterthemediaspecialistfinishesthestory,s/hewillaskthe
studentssomereflectionquestions:DidAlexanderspendhismoneyonwantsor
needs?WasAlexanderhappywithhowhespenthismoneyintheend?Howcould
Alexanderhavekeptbettertrackofhismoney?Howwouldabudgethavehelped
Alexander?IfAlexanderhadmadealistofwhathewantedandhowmuchthoseitems
wouldcost,hecouldhavekeptbettertrackofhismoney.Themediaspecialistwillshow
asamplebudgetthatAlexandercouldhaveusedtokeeptrackofhismoney.Ifhe
hadntspentitallandworkedtosavehismoney,hebuilduphissavingstobuy
walkietalkies.

Independentpractice:
Studentswillviewthewantsandneedslistandthebookfair
flyertocreateasamplepersonalbudget.Eachstudentwillbegivenanimaginary
amountofmoney($5,$10,$15,or$20)tospendatthebookfair.Usingtheir
knowledgeaboutwantsandneedsaswellasthinkingabouthowtheycouldbestuse
theirmoney,studentswillcreateapersonalbookfairbudget.Iftheyenduphaving
moneyleftover,studentsshouldthinkaboutwhattheycoulddowiththeirextramoney.
Willtheysaveittobuysomethingdowntheroad(likeAlexanderandhiswalkietalkies)?
Willtheydonateittoacharity(ortoaspecialbookfairfundtohelpotherspurchase
materials)?

Sharingandreflecting:
Aftercompletingtheirbudgets,studentswillpairandshareto
talkabouttheirreasoningforselectingthematerialstheydidandhowtheycreatedtheir
budget.Iftheyhadmoneyleftover,whatwouldtheydowiththatmoney?

Strategiesfordifferentiation:
ELLandECstudentswhohavetroublewithreadingor
writingcouldworkinsmallgroupswithaspecialisttohelpthemcompletethe
assignment.

References

Bonner,Patricia."MoneyComesandGoes."
Econedlink.
CouncilforEconomicEducation,4
Feb.2004.Web.7Apr.2015.
<http://www.econedlink.org/lessons/index.php?lid=483&type=educator>.

WorksheettoBeUsedDuringReadingofBook
Alexander,WhoUsedtoBeRichLastSunday
byJudithViorst

Alexanderstartsoutwith$_____________.

Hewantstosavemoneytobuy____________________.

Thenhespentmoneyon...

Whichcost...

Nowhehasthismuchleft...

ReflectionQuestions

DidAlexanderspendhismoneyonwantsorneeds?

WasAlexanderhappywithhowhespenthismoneyintheend?

HowcouldAlexanderhavekeptbettertrackofhismoney?

HowwouldabudgethavehelpedAlexander?

ExampleofCompletedWorksheetAfterBookHasBeenRead
Alexander,WhoUsedtoBeRichLastSunday
byJudithViorst

Alexanderstartsoutwith$
1.00
.

Hewantstosavemoneytobuy
awalkietalkie
.

Thenhespentmoneyon...

Whichcost...

Nowhehasthismuchleft...

bubblegum

.15

.85

alosingbet

.15

.70

asnakerental

.12

.58

sayingbadwords

.10

.48

lostmoney(toilet,floor)

.08

.40

brotherscandybar

.11

.29

magictrick

.04

.25

kickingbrother

.05

.20

garagesale(meltedcandle,teddy
bear,deckofcards)

.20

ReflectionQuestions

DidAlexanderspendhismoneyonwantsorneeds?

WasAlexanderhappywithhowhespenthismoneyintheend?

HowcouldAlexanderhavekeptbettertrackofhismoney?

HowwouldabudgethavehelpedAlexander?

SampleBudgetforStudentstoHelpComplete

AlexandersBudget

Hehas$_______tospend.

ItemHeCouldBuy

CostofItem

MoneyHeHasLeft

Amountofmoneyleftoverafterbuyingitems$__________________.

WhatshouldAlexanderdowithhisleftovermoney?____________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Name:___________________________

PretendBookFairBudget

Ihave$___________tospendatthebookfair.

ItemIWanttoBuy

CostofItem

MoneyIHaveLeft

AmountofmoneyleftoverafterbuyingitemsattheBookFair$__________________.

Howwillyouuseyourleftovermoney?______________________________________

______________________________________________________________________

HowwillwhatyoulearnedaboutbudgetsandwantsandneedshelpyouattheBook

Fair?_________________________________________________________________

______________________________________________________________________

______________________________________________________________________