3rd Grade Lesson Plan // Title: Money Talks // Length: 4-5 weeks

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of
your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in
describing what you would recognize as proficient skill/knowledge.

Students in 3rd grade have been learning about the economy in the 3rd grade classrooms
as part of their latest unit. Thanks to discussions with the 3rd grade teachers I was able to
develop a lesson based around money and using art to show what you value.

One of the 3rd grade faculty members was very helpful with pre-assessment of what
students know about money and what they still want to know. I was provided with
information about what questions the students wanted to learn about money, and I was
able to sort through and use the ones that relate to art to be able to bring student interest
into this project. Those questions include:
Why is money green?
How do they make money?
Why is the pyramid with an eye on the dollar bill?
Why are portraits of presidents put onto money?
All of these questions generally show me that students do not understand the printing
process and would like to learn about it, they want to know about why money was given a
certain color, and why certain pictures are drawn on money. This all ultimately relates to
the idea that artists use art to show what they value, and money is an example of artists
using art to illustrate what is valuable or important to our country.

On the art side of things how, I would like to find out what the students know about
printmaking and the techniques involved. Some things I need to know are:
Have the students made a print before and what method did they use?
How would students handle the task of carving an image into some form of plate
to use for printing?
Would students understand that prints are going to be in reverse when printed
onto paper?
 What do the students know about the word value and the different ways it can
be used.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative
the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)

For this project, students are going to be taking on the role of someone who has their own
country and is in charge of designing and printing money. Their job is to decide what is
important about their country (what they value) and make a design for their money. Once
the money has been designed their job will be to perform the task of printing the money
onto paper. Their money can then be shared and traded in their 3rd grade classroom as if
money would be circulated in the real world (applying their knowledge of economy).
Therefore, their audience would be their peers and teacher. This whole project will focus
on money and value, and will be completed in the format of a printmaking project.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Money, value, design

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are
timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1.) Artists use designs on money to show what their country values
a.) I can use art to show what I value on my money
Standards: (All lessons should address all
standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. A
ligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Using a guided ideation sheet, SWBAT brainstorm imagery that can be used in their money
that has cultural value (Blooms: Apply, Standard: Transfer, GLE: . Historical and cultural ideas
are evident in works of art, Art Learning: conceptual/ideation/personal grounding, Literacy)
a. I can use my questions sheet to plan out what is important enough to put on my
money
2. After watching the money powerpoint, SWBAT design 4 different sketch ideas for their
money on an ideation handout (Blooms: Create, Standard: Create, GLE: Use basic media to
express ideas through the art-making process, Art Learning: conceptual/ideation/personal
grounding)
a. I can use my handout to draw ideas for my money
3. After watching a foam carving demo, SWBAT transfer their sketch imagery onto a
styrofoam plate using proper carving techniques (Blooms: Apply, Standard: Create, GLE:
Demonstrate basic studio skills, Art Learning: materials/techniques)
4. After watching a printing demo, SWBAT produce multiple money prints using their
styrofoam plates (Blooms: Create, Standard: Create, GLE: Use basic media to express ideas
through the art-making process, Art Learning: materials/techniques)
a. I can use my styrofoam plate to print my money
5. Using a question based reflection handout, SWBAT reflect on their art by answering specific
questions about the art making process (Blooms: Evaluate, Standard: Reflect, GLE: Artists,
viewers, and patrons use the language of art to respond to their own art and the art of others, Art
Learning: critical reflection/aesthetics/transfer, Literacy)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe
the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation Access (Resources Expression (Products and/or Performance)

: and/or Process)
(Multiple means for
students to access
Will provide Students will be provided a wide array of techniques and different
content and multiple visual, physical, materials so that they can choose which method they use to
modes for student to and auditory complete the project.
express examples for all
understanding.)
students so that all Students will be given the option to explain audibly, one on one,
the different for student responses and critiques.
learning styles are
met. Students will be shown step by step how to complete the project
in order to fully understand one piece at a time.
Speech to text for
student responses
on exams/quizzes
or critiques, or
oral explanation

Extensions for Access (Resources Expression (Products and/or Performance)

depth and and/or Process)
complexity: Will provide Students will be provided a wide array of techniques and different
visual, physical, materials so that they can choose which method they use to
and auditory complete the project. If students need further challenge, they will
examples for all be encouraged to select a new technique, add a second technique,
students so that all or choose a new subject to work with that they dont feel as strong
the different with..Students also challenge themselves to use multiple forms of
learning styles are imagery to decorate their money design.. Also, ask them questions
met. such as What does ___ mean to you? Or Did you fully express
your idea of _____? How so? How are you making everything
personal to what your country values? to deepen their
understanding and push their ideas further.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated
into the lesson.

New Vocab: Value (worth), subtractive, print

Literacy will be integrated with: Detailed handouts in which students will give brief
descriptions of their chosen imagery on their money. As well, I will make the connection
of the word value and how in english words can have different meanings, especially
depending on the subject.

A question based reflection activity will also be incorporated, adding more literacy
integration.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.

Paper
Non-toxic printing ink
Colored Pencils
Pencils
Erasers
Styrofoam
Brayers
Paint brushes
Water cups

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where
the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.

How its made video

Teacher made examples
Material and technique demos
History and design of money around the world presentation

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials
Print and organize student worksheets
 Cut styrofoam and paper to money size (roughly 3 x 6)

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of tools

Do not eat/drink materials
Properly clean studio space and reorganize after class has ended
Properly use clay in the classroom
Wash hands after using printing ink

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested
and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate
students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students.
Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

In this lesson, I will stimulate student interest in 3 ways:

Talk to them about their money unit in their classroom and ask them what exciting
stuff they learned about.
What was your favorite thing you learned?
What kind of exciting things did you see when talking about and looking
at money?
What do you still want to learn about money?
Showing the students clips from the money episode of how its made
Relate what they see in the video to questions they asked during their
money unit.
Showing the students exciting examples of money around the world and
discussing it. Ask questions about it:
Why do you think their money is this color?
What reason might they put certain images on their money?
What reason would they make part of their money transparent (see
through/clear)?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic
element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students
in to help them develop ideas and plans for their artwork.

Fill out a guided questions sheet:

 The guided questions sheet will give the students suggestions of possible
things they could include on their money:
What is your countrys national bird?
What is your countrys colors?
Does your country have any famous places?
What does your countrys flag look like?
Does your country have a symbol?
Etc.
Money design sketch page:
The money design sketch page will give students multiple opportunities to
experiment with different ideas and imagery for their front and back
designs. They can test out different color ideas, symbols, arrangements.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience

Day Intro day: Intro: 10 mins

1
Intro presentation: Work time: Rest
Ask the students questions about what they have of class time
learned about money that they didnt know
before. Clean up: Last 5
Ask: minutes
Why is money so valuable?
What kind of different money
did you talk about?
Is all money paper?
Why is some money worth more
than other money?
What was your favorite thing
you learned?
What do you still want to know
more about?
Do you think money is art?
Show students the money presentation:
Talk about:
 Money is green because it was
decided that money is harder to
change or counterfeit
Money is made out of paper
because a long time ago,
American politicians decided
that fiber paper money is harder
to rip
We put presidents and other
historical figures on our money
because we feel like they did
important things to change this
country.
The illuminati eye on money is
actually called the eye of
providence and it represents God
watching over his people
Show examples of different money:

The queen is on british money
because she is their current
queen and once she dies money
will be replaced with images of
the next monarch


Kuwaiti Dinars are all different

colors and depict important
places and historical events from
their countrys history
Notice, all of the writing and
script on the money.

The european Euro features

bright colors, high dollar
amounts than America, and large
font sizes. Their money also
focuses less on people and more
on places.

Our American money represents
the people and history that we
find valuable in America.
Show: How its made video
https://www.youtube.com/watch
?v=fnACUyB5NNQ
Introduce the ideation sheet:
Answer the questions and come up with
multiple ideas of what is valuable to you
and would be important to your country
Draw 4 ideas on the back of your page
of how you can design your money
based on your ideas written on the front
Work time:
Students will be given pencils and erasers as
well as the ideation sketch sheet.
Students will use the remainder of class to come
up with ideas and fill out the ideation sheet.
Clean up time:
Pencils and erasers will be returned to their
boxes and put back in the cubbies.
Ideation sheets will be brought to Mr. Johnson
with students names written at the top with
their class code
Day Introduction to project day: Demo: 10 mins
2

Introduction: Work time: Rest

Show students how to take their pre-cut foam of class
plates and press the pencil into it softly to carve
into the surface Cleanup: Last 5
Explain: Anything written or drawn on mins
the plate will be printed backwards from
how it looks on the plate itself
Explain: Anywhere you carve will not
touch the paper when printing. This
means that the places you carve will not
hold ink and will be white when printed
onto the paper. The ink doesnt touch
there so the paper stays blank when
printed.
Work time:
Students will be given pencils and styrofoam
plates that have been pre-cut to 3inches by
3inches (the rough size of an American note).
As well, they will be passed back their ideation
sheets to remind them of their different ideas for
money designs.
Students will work the rest of class to draw their
favorite money idea onto their styrofoam plate,
based on the sketch they did on their ideation
sheet.
Cleanup:
When students are finished, they will return the
pencils and erasers to their box and put them
back into the cubbies.
Ideation sheets and their styrofoam plates will
be brought up to Mr. Johnson to be paper
clipped together and put into the class box.
Day Printing day: Demo: 10 mins
3
Demo printing: Work time: Rest
Show students: How to ink their styrofoam of class period
plates using plastic brayers or paint brushes.
If students want multiple colors on one Clean up: Last 5
print, use paint brushes on different minutes of class
areas
If students want print all one color,
apply ink with a brayer
Show: How to press plate with ink onto paper to
print money
Place the plate face down, like a stamp,
after covering it with ink
Press softly on the back of the plate to
help push the ink into the fibers of the
paper
Softly flip the paper and peel it from the
plate
If students want another print, they can use a
wet paper towel to wipe their plate softly until
clean and add a new ink color. Or just reapply
same color ink to the plate.
Work time:
Students will be given a plates with different
colored ink to ink up brayers or apply with a
paint brush.
They will also be given their sketches, plates,
and special cardstock paper to print on.
Limit students to printing on 2 pages
Cleanup:
Students will throw ink plates away, put brushes
and brayers into the sink to wash, wipe
styrofoam plates clean and bring those up with
sketches to Mr. Johnson, and put prints on a
drying rack at the front of the room.
Tables will be wiped down and hands will be
washed after first tasks are completed.
Day Finish day: Presentation
4 demo: 10-15
Intro: mins
Explain to students that this day will be used for
2 things: Work time: Rest
Finishing prints if they have not been of the class
finished period
Filling out the reflection questions page
Explain: answer the questions on Cleanup: Last 5
the reflection page based on your minutes of class
own money design
Work time:
Students will work for the rest of the class
period to finish their prints and complete the
reflection page.
Materials from the last class will be
passed out for students to finish prints
That days color table will pass out
sketches, plates, and prints to students
When finished with prints, students can come
get their reflection page from Mr. Johnson
Clean up:
Students will throw ink plates away, put brushes
and brayers into the sink to wash, wipe
styrofoam plates clean and bring those up with
sketches and reflection sheets to Mr. Johnson,
and put prints on a drying rack at the front of
the room.
Tables will be wiped down and hands will be
washed after first tasks are completed.
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection
and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Guided artist reflection:

Students will fill out the reflection questions sheet to answer questions related to their
money designs

Post-Assessment Post-Assessment Instrument:

(teacher-centered/objectives as How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

Did the students create See attached rubric:

thoughtful designs based on the
ideas listed on their ideation The student reflection questions sheet will be used as
pages? an assessment tool to understand if students
understand the concept of money as an art form.
Were the students able to transfer (Essential Question/Big idea)
their images from sketch to
styrofoam plate properly, and use
printing techniques to make
multiple printed images?

Did the students reflect

thoughtfully about their art using
the reflection questions sheet?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.
Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)

I was incredibly surprised to see how engaging and exciting this lesson prompt was for
the students. From day one they had so many great ideas and inquiries about the
project. Since they were learning about economy in their home room unit, they were
really bringing a lot of great questions and previously learned knowledge to this lesson.
Also, the students who come from other countries really made this lesson come to life
with the input they could give on the money systems in their native countries.

If I could do this differently in the future, I would add a coin element into the piece. The
kids get a brief introduction to coins and the idea of money being metal and paper, but
they only get to create money in the paper form. It would be really exciting, I think, for the
students to do some sort of metal tooling project in which they invent their own coin as
well. I also believe I could bring a lot of new elements, related to money, into the
presentation given to the students. I have gained a lot of knowledge about money myself
through research and student insight and believe I could definitely make this lesson
stronger.

As for the student work, I feel the students really get the idea that money is a cultural
piece and a way for countries to record and celebrate their history. This has led to really
great sketches and final designs for their dollar bills. I would have to say I think the
lesson objectives were definitely achieve at about a 90-95% level. This lesson definitely
has huge potential and I envision this as a great lesson that could be a part of a larger
unit where the central idea of the projects is to look at what artists can do to make their
art personal.
 Money Brainstorming Sheet

Name: __________________

Directions: You are the leader of a new country and you need to
design money for your people to use. Use the following questions and
brainstorming tools to come up with ideas for your money. WRITE
AND/OR DRAW IDEAS!

1.) Does your country have an official bird or animal? What is it?
(Example: Americas official bird is the Bald Eagle, animal is the
bison)

2.) Does your country have any famous people or leaders? Who?
(Example: George Washington was Americas first president)

3.) Are there any special places or buildings in your country? What are
they? (Example: The White House on the 20 dollar bill, Lincoln
Monument on the Penny)

4.) What other important people, places, or things can you think of for
your money?
 Money Sketch Checksheet

Directions:While drawing your three sketches, you must include these elements in at
least 1 (or more) of your sketch ideas.

I have included an animal in 1 or more sketches?

I have included a person in 1 or more sketches?

I have included a building in 1 or more sketches?

 Money Reflection Sheet:
Name: ___________________

1.) What kind of imagery and ideas did you see yourself coming up with for your money?

2.) How does the design of your money show other people what is valuable to your country?

3.) Why did you chose the images and values that you chose for your country and its
money?

4.) How does the idea of personal value relate to the idea of literal value that you learned
about in your economic unit?
Criteria 4: Advanced 3: Proficient 2: Partially 1: In Total:
Proficient Progress

Planning/ Student Student Student Student

Ideation explores explores somewhat attempts to
multiple different explores explore
different ideas, different ideas,
ideas, communicate ideas, communicate
communicate s intended communicate meaning, and
s intended meaning, and s some explore
meaning, and explores meaning, and materials.
explores materials. somewhat
materials in a explores
complex and materials.
inventive
way.

Techniques Student uses Student uses Student Student

and Materials techniques techniques somewhat attempts to
and materials and materials uses use
correctly to correctly to techniques techniques
construct and construct and and materials and materials
complete complete correctly to construct
projects while projects. while and complete
pushing constructing projects.
ideas in and
creative new completing
ways. projects.

Reflection Deeply Analyzes, Somewhat Attempts to

analyzes, evaluates, analyzes, analyze,
evaluates, communicate evaluates, evaluate,
communicate s, and communicate communicate
s, and reflects on s, and , and reflect
reflects on own artwork reflects on on own
own artwork and artwork own artwork artwork and
and artwork of others, and artwork artwork of
of others, using art of others, others.
using art language. using art
language. language.

Total Score: