Elementary Education Program

Department of Teacher Education & Learning Sciences

Lesson Plan

Name: Becca Churchill

Grade: 4th Grade
Topic/Concept: Economics
Materials/Resources:
 Spending and saving worksheet
 Planning worksheet for budgeting assessment

Teaching Behavior Focus: Prime Students for Engagement

 I plan on helping the students stay focused throughout the lesson by initially providing
very clear and detailed directions about the activities, along with a guided demonstration
to show the students what is expected of them. This will not only explain the instructions
of the activities, but it will point out the purpose of the tasks as well. I will also make sure
to monitor the learning activities to make sure the students are on task and on track. As
for classroom management, I will incorporate attention getters and positive reinforcement
within the classroom. Lastly, I will make sure to balance support and challenge for
learners by providing separate scaffolded and extension worksheets for individuals that
may need it.

Learning Objectives (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.

Standards:

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.

Assessment Plan (How will you know that your students 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
 Elementary Education Program
Department of Teacher Education & Learning Sciences

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. I will know if my students have met the
objectives based on the analyzed data.

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)
Zip-Lining  $65.00

Jet Skiing $80.00

Deep Sea Fishing $70.00

Surfing $55.00

Rubric:
 Elementary Education Program
Department of Teacher Education & Learning Sciences

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

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.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

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.

New Vocabulary:

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

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real time, include questions you will
ask in real time, closure/revisiting learning objectives):

 Launch
o 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.
 Introduce the title, author, illustrator.
 Do a picture walk
 Ask questions
 “What do you think this book is going to be about based on the
title and picture walk?”
 “Why do you think we are reading this book today?”
o Explain that we are going to be learning about spending and saving
 Step by Step actions
o Pass out spending and saving worksheet
 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 worksheet that includes more categories and provide
some obstacles, such as paying taxes, for them to deal with along the way.
 Elementary Education Program
Department of Teacher Education & Learning Sciences

o Provide the students with very clear and detailed directions about the worksheet
 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.
 I will let each student know the specific amount they can spend
 Let the students spend time working on the worksheet
 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.
 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.
o Think-Pair-Share
 After the worksheet is complete, the students will participate in a think-
pair-share with a partner
 They will compare and contrast their purchases and explain the reasoning
behind them.
o Introduce budgeting assignment
 Each student will plan an overnight trip to the beach with their friends.
The students will be given a specific amount of money to spend on food,
attractions, and lodging for themselves.
 Before they go, they each have to budget how much they plan to spend in
each category on the planning worksheet given to them.
 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.
 Closure
o Remind students about budgeting and how important it can be. Have them try to
save some money, be more conscious when spending money and recognize how
money affects the choices people make based on their wants and needs.