SS LESSON PLAN AND UNIT PLAN TEMPLATE

Teacher(s) Name: _Amanda Douglas________________________________________________________

Thematic Unit Theme/Title/Grade Level: Economics/ Financial Literacy__________________________
Wiki space address: __http://economics3rdgrade.weebly.com_______________________________
Daily Lesson Plan Day/Title: __Saving and Banking____________________________________________
LearningGoal:
LearningGoals/Objectives

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

Assessment

StudentswillunderstandthevalueofdifferentcurrencieswithinNorthAmericato
applytospending,savingandtradingbetweencurrencies.
LearningObjectives:*youMUSThaveobjectivestomeetallstandards
with:
1. Studentswillbeabletoidentifycharacteristicsofmoney(Bankingand
Saving).
2. Studentswillbeabletoidentifyreasonsastowhypeopleshouldsave
money.
3. Studentswillunderstandhowtouseandfilloutabankslipwithaccurate
information.
4. Studentswillbeabletomakefinancialdecisionbasedoninformation
learnedthroughreadingandactivities.
NCSStheme(s):
SS.3.E.1.2Listthecharacteristicsofmoney.
FloridaStandard(s):
LAFS.3.RL.1.1Askandanswerquestionstodemonstrateunderstandingof
atext,referringexplicitlytothetextasthebasisfortheanswers
NextGenerationSunshineStateStandards:.
MAFS.3.NBT.1.2Fluentlyaddandsubtractwithin1000usingstrategies
andalgorithmsbasedonplacevalue,propertiesofoperations,and/orthe
relationshipbetweenadditionandsubtraction.
LAFS.3.RI.1.2Determinethemainideaofatext;recountthekeydetails
andexplainhowtheysupportthemainidea.
LAFS.3.RL.1.1Askandanswerquestionstodemonstrateunderstandingof
atext,referringexplicitlytothetextasthebasisfortheanswers.
LAFS.3.SL.1.3Askandanswerquestionsaboutinformationfroma
speaker,offeringappropriateelaborationanddetail.

UnitPreAssessment:

KWL: Students will use a KWL chart to track and asses their knowledge.

UnitPostAssessment:

Students will take a unit test based upon what they learned throughout the
week.

Ongoingdaily(progressmonitoring)Assessment:

Studentswillassesstheirownknowledgethroughatrue/falsequizatthe
beggingofthelesson.
Duringandattheendofthelessonstudentswillbeassessedthroughtheir
activityworksheetsandaddingtotheirKWLcharts.

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Design for Instruction
Student Activities & Procedures

1. At the start of the lesson each students will be handed two cards; one with a
green checkmark and one with a red X.
2. Students will use these cards to participate in a game where they will
answer a series of true/false question related to banking and saving to test
their prior knowledge of the topics. (ESOL) (ESE)
3. At the end of the game students will pull out their KWL charts from the
previous day and add to them.
4. Once the pre-assessment is finished Students will be given a PowerPoint
presentation introducing/defining new key terms and the topic of saving
and banking. The presentation will also cover the benefits of saving and the
uses of savings and banking.
5. During the presentation, students will be asked to answer questions by
turning and talking to their partners. Students will also watch two videos
about saving and invisible money. (e.g. When you go to the bank, you just
have to give the teller your money and they will put it away for you? Or, It
is not good to save money.) (ESOL)
6. After students have been able to have discussions with there partners, or
table mates, the class will move to the floor to listen to a story.
7. Once at the floor, students will listen to the story Alexander Who Used to
Be Rich Last Sunday by Judith Viorst. As they are listening students will be
asked questions to help them focus on the content of the story and how it
connects to them selves and the PowerPoint presentation.
8. Questions such as Do you think Alexander is making a smart financial
choice? Based on text evidence, why or why not? and Based on what we
just learned about saving and banking, if you could give Alexander some
advise what would you say?
9. The book will be presented on the Doc Cam so ELLs can both see and hear
the words as they are read. Also during the reading of the story, math
problems listed in the story will be written on the board for the students to
solve. The students will work with their partners to solve the problem.
(ESOL) (ESE)
10. After reading the story, the students will each return to their seats and be
handed a sample bank slip. On the Doc Cam, the class will watch a
demonstration on how to use a real bank slip from a local bank.
11. After the students watch the demonstration, they will work as a whole class
step-by-step on how to fill out a simplified bank slip.
12. Once the students have the basis of how to fill one out, example word
problems will be shown/read with pictures to accompany them. Students
will have to fill out their bank slips based on the problems. Students will
share their answers with their group and then the whole class will go over
them. This will be the instructors opportunity to clear up any
misunderstanding.
13. Once the students seem to have a good grasp on how to fill out the bank
slips, the class will move on o the next activity.
14. 4-5 stations should be set up around the classroom, students will move
around to each station with their groups, spending 5 to 8 mins at . At each
station, students will find sample problems asking them to apply their
knowledge of banking and saving to solve real world problems that they
may come across.
15. At station 1, students will be answering word questions by filling out bank
slips. (e.g.: Aisha has $150 in her savings account, she needs to withdraw
$55 to by her mom a birthday present, how should she fill out her bank
slip?) At station 2, students will watch a brain pop video on computers
and/or iPads, which ever is available.
16. At station 3, students will each be given a different amount of money and a

SS LESSON PLAN AND UNIT PLAN TEMPLATE

17.

18.

19.

20.
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Resources/Materials

list of items that they can choose from and a specific amount they need to
save. Next to each item will be its price, with this information students will
need to make their own financial decisions as to where they buy anything,
or save everything.
Stations 4 will be a mixture of both station one and 3; students will make
financial decisions based on the information given in a scenario. Station 5
will have a die for students to roll, based on the number they roll students
will need to decide whether the number will be in the hundreds, tens, or
ones place. The goal is to get as close to S600 in your checking account by
the end of 6 rolls. To achieve this students will have to both save and spend
money and will keep track on their paper.
There will also be station where students are asked to accurately fill out
some sample bank slips based on the information given. Pictures will
accompany the numerical values to help both ELL and ESE students.
(ESOL) (ESE)
After each groups has had a chance to answer the questions at each station,
they will go back to their seats and, as a class, they will go over the correct
answers and students can ask for clarification on anything they dont
understand.
The paper students use to answer the problem at each station will be turned
in as their final assessment.
At the close of the lesson, as a whole class, students will be asked to
verbally answer some review question on what they have learned and how
they can apply that knowledge to the real world.

Accommodations (ESOL, ESE, Gifted):

- Students will be pair with stronger students, visual aids will be displayed,
modeling of all activities will be provided, given translations if needed, and
text will be enlarged and displayed on a Doc Cam.
- For extra practice students will be asked to write a paragraph on how they
could apply their new knowledge of saving and banking in their own life
and their families life. Students will be asked to share their idea with the
class, if time allows.
Power Point presentation
YouTube <https://www.youtube.com/watch?v=2fiMEjHnYt4>
<https://www.youtube.com/watch?v=s1OUCDul9fA>
Doc Cam
Alexander Who Used to Be Rich Last Sunday by Judith Viorst
Computer and/or ipads