Elementary Education Program

Department of Teacher Education & Learning Sciences

Design Document for Lesson Plan

Name: Becca Churchill

Grade Level: 4th Grade
Concept/Topic: Economics
Length of Lesson (in minutes): 45 mins

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

 Students will be able to differentiate between a want and a need.

 Students will be able to budget when given a certain amount to spend and explain the
importance of the budget.
 Students will be able to prioritize spending.
 Students will be able to identify positive and negatives in everyday life regarding
spending, saving, and paying taxes.
 Students will be able to explain the effect resource scarcity has on people’s decisions of
wants and needs.

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?

4.E.2 Understand the economic factors when making personal choices.

 4.E.2.1 Explain how personal financial decisions such as spending, saving and paying
taxes can positively and/or negatively affect everyday life.

 4.E.2.2 Explain how scarcity of personal financial resources affects the choices people
make based on their wants and needs.

Key Tasks/Activities: What are the key activities or tasks that you plan to use?

I plan to use a worksheet to teach about spending and saving. The teacher will choose how much
money each student can spend, they will allow some students to spend more or less money than
others. The worksheet will consist of students choosing what to buy from different categories
such as food and games. They should buy one item from every category. Each category will
consist of multiple levels of different qualities of the product. So, the students will have to make
decisions to make sure they have enough money to cover all categories. After the worksheet is
complete, the students will compare and contrast their purchases and explain the reasoning
behind them. This will help them see how the amount of money someone has affects their
decision making when buying items.

What is your rationale for why you have selected these particular tasks/activities to meet your
learning objectives?
 Elementary Education Program
Department of Teacher Education & Learning Sciences

I selected this particular activity because I feel as if it will allow the students to understand how
their financial decisions affect their everyday lives. It will provide the students with a hands on
experience to practice dealing with money and help them realize how the amount of money
clearly affects peoples choices based on their wants and needs.

Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does NOT mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of
your handwritten anticipated approaches/strategies. Be specific! Use your anticipated responses
to help you plan your questions in the lesson plan.

I think the students will use their prior knowledge about spending and saving when completing
this task. I feel as if students will try and think like their parents do and decide what is best for
them to buy. Some students could bring up their personal experiences with money if they receive
allowances or often get money on holidays. I believe they will definitely bring their own wants
and needs into the worksheet and it will be obvious to see what is considered important to each
individual.

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

For students who are stuck, I will refer them back to the basics and ask them what the difference
between a want and a need is to them. Hopefully, this will remind them of what they absolutely
need to buy and what they can live without or even just splurge on. This activity is mainly
opinionate; however, I would also refer them back to the amount they are allowed to spend and
let them decide if they think they can buy more or if they bought too much. I will provide a
scaffolded worksheet for student who need additional support that helps them keep track of their
money. For students who seem to have a firm grasp of the objectives, I will give them an
extension sheet that includes more categories and provide some obstacles, such as paying taxes,
for them to deal with along the way.

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

My lesson aims to develop the “construct viable arguments and critique the reasoning of others”
disciplinary practice by having students choose what they want to buy and explaining the
reasoning behind it. For instance, when the students share the items they bought with a peer, they
will construct an argument of why they felt the need to buy that item. The classmate might
critique their reasoning and respond back with their own opinion about the product. This will
allow students to practice their arguing and critiquing skills and remind them to always think
about their decisions.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Assessment: Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?

I plan on having my students complete a budgeting assessment. They will plan an overnight trip
to the beach with their friends. The student will be given $215 to spend on food, attractions, and
lodging for yourself. Before they go, they have to each budget how much they plan to spend for
themselves. Below is a chart with restaurant menus and prices, lodging options and prices, and
attraction options and prices. Once they have planned their trip, they will create a presentation
using Google Slides to showcase what they plan to do on their overnight trip to the beach. They
will present their presentation to a small group of peers and will also submit it to me online. I
will walk around observing the small group presentations and will evaluate their submitted
individual projects using the rubric below as well. The analyzed data will determine if the
students have met the objective.

Lodging (pick one for the entire group)

Hotel suite with an ocean view $185.00

Basic hotel room without ocean view $120.00

Tent on the beach $60.00

  
Fast Food (Remember that each person needs their own meal)
Happy Meal $3.00

Hamburger $1.00

10 Piece McNuggets Meal $8.00

8 Count Nugget Meal $7.00

Chick-fil-A Sandwich Meal  $6.00

Nice Restaurant (Remember that each person needs their own meal)
Steak $25.00

Lobster $30.00

Chicken $12.00

Shrimp $15.00

Attractions (Prices are per person and you will all participate in the same activity together)
 Elementary Education Program
Department of Teacher Education & Learning Sciences

Zip-Lining  $65.00

Jet Skiing $80.00

Deep Sea Fishing $70.00

Surfing $55.00

Rubric:

Exceeds Meets Somewhat meets Does not meet

expectations: 4 expectations: 3 expectations: 2 expectations: 1

Planning Students clearly Some work is Little work is No student work

showed how they shown on the shown and it is is shown. No
will spend their planning unclear where explanation is
money and where document. numbers have given.
numbers came from Student come from. Some
on the planning explanation is explanation given,
document. present with little but is not legible.
Explanations are confusion or
neat, legible, and difficulty
easy to decipher.   deciphering.

Math Students accurately Students Students attempted Student needs

added the numbers performed the problems and further
and clearly showed task with few performed the task scaffolding to
their work. accuracy errors. with errors. add the numbers
Showed some together. Few to
understanding of no accurate
the concepts and applications.
tasks.

Economics Students showed Students showed Students were able Students

fluency and the ability to to strategize price struggled with
understanding of strategize but struggled to prioritizing and
spending and saving necessary prices prioritize needs struggled to
related to this and save money over wants in spend within the
activity. Used in the majority of some areas. allotted amount.
prioritizing when expenses.
buying items and
allocated enough
money to buy
necessities.

Final Google Slides Google Presented good Little to no

 Elementary Education Program
Department of Teacher Education & Learning Sciences

Product visually appealing Slides showed effort and showed explanation

and engaging for the understanding some showing
audience. It showed with a couple of understanding of understanding;
adequate effort and areas of needed the task. A few lacked
explained full extension. areas showed a engagement and
understanding of Presentation need of further effort.
the task. showed effort practice or
and was neat. explanation.

Quality Work is organized Work is present Work is present Work missing/

and thorough. and organized. but unorganized, consistently
Students used Majority of grammar and missed spelling
correct spelling spelling and spelling errors and grammar/
and grammar in all grammar are present. work is lacking
aspects. correct with few in organization.
mistakes.

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity

Want: to have a desire to possess or do something, to wish for

Need: require something because it is essential or very important
Budget: to allow or provide a particular amount of money in a budget, a financial plan
Prioritize: designate or treat something as more important than other things
Spend: to pay money to buy goods or services
Save: to keep and store money for future use
Taxes: money that people have to pay the government

Classroom Management Plan: Describe your classroom management plan. Explain how you
will motivate students to engage in the lesson, how you will set and enforce expectations, and
how you will ensure that transitions are smooth and efficient.

I plan on motivating students to engage in the lesson by starting out with a quick and fun read
aloud of “One Cent, Two Cent, Old Cent, New Cent” by Bonnie Worth to get them excited about
the following activity. I will set and enforce clear expectations, especially when the students are
presenting their projects to one another. I will do this by making sure everyone is being
respectful to one another and paying attention to each other’s presentation. I will ensure smooth
and efficient transitions by incorporating attention getters and positive reinforcement within the
classroom.