Budget & Consumer

Amanda Young

Description:

The purpose of this lesson is to teach students (at a fourth-grade level- target audience)

about becoming intelligent consumers by developing budgets by reaching requirements

presented by standard SS.4.5 (Social Studies- Economics). In order to do this, students need to be

able to understand the vocabulary that surrounds budgeting, the responsibility of having money,

and how to shop smart. Therefore, I created a Jeopardy Board to help students be introduced or

review the content in a fun way. Each of these ideas are presented through categories and have at

least five questions or activities (example: true or false statements) regarding the information.

(Heaton, 2021) (Practical Money Skills)

The students hold the role of being a consumer. In the classroom, the teacher controls the

content, delivers the review using a projector (or other format), and shares the information to

guide students in their learning. (The computerized Jeopardy game was an example presented on

Blackboard.) For example, after students answer the question, the teacher can give a detailed

reasoning as to why. The PowerPoint gives the teacher a “bouncing point” to talk about the

subject. The students’ role is answering questions presented on the board and reviewing the

material to learn the content. They are not using the board themselves or producing the content.

(This can be done, but not in this lesson.) (Heaton, 2021) (Practical Money Skills)

TIM: This Jeopardy PowerPoint is an entry level of technology integration. As the teacher, I

deliver the information in a game format filled with categories and options (example: true &

false, questions, etc.). The more answers students get correct; the more points they earn. Plus, the
more sections we cover, the more concepts students learn. It is a “new” way to present the

curriculum to the students. Additionally, this is a constructive learning format, because students

connect the information with what they have learned within the lesson (prior to now). They are

interacting with the game instead of “passively receiving information.” (The Technology

Integration, 2005- 2017) (Heaton)

Standard:
“SS.4.5: Investigate and recognize people as consumers and as producers of goods, and the
effects of competition and supply-demand on prices through projects (e.g., developing budgets
or products in simulated situations, etc.).” (WVDE)

Directions: The directions here layout the descriptions of how the project, Jeopardy, will be used
when the students are the consumer.

For this project, the Jeopardy game, presented by PowerPoint will be used for review purposes.
Teacher Directions:
(1) Link your computerized device to a projector or device that will showcase the
PowerPoint on a wall within your classroom.
(2) Upload the PowerPoint document on your computerized device.
(3) Once uploaded, go to the “Slide Show” tab and press “From Beginning” in the “Start
Slide Show” section. When you press this button, it will open up to slide one, an
introductory page.
(4) Once you press enter, you will see it game board (chart). The top of the chart labels the
types of categories. Under each category, there is a list of dollar amounts from $200 –
though- $1000. When you click the amount, there is a link attached that will send you to
the question or statement (for true and false). You may have the students chose the
category and number. However, you will remain in control of the PowerPoint from your
personal laptop.
(5) Choose a student to answer the question or provide whether a statement is true or false.
(6) When the student is finished answering, press the “click here for the answer.” This will
take you to the slide with the answer. Once you finished discussing the answer with your
students, there is a link titled: “Click Here to Go Back to the Board” that with take you
back to the game board.
(7) Continue to play the game until you’re finished. It is important to keep track of points
and what links you have already pressed on. The links you used will be highlighted after
use. However, everyone is capable of making mistakes.
Students Directions:
(1) The students will be split into two teams.
(2) Each team will take turns picking the category, number, answering the questions, or
providing their point of view in statements. However, the teacher will control the
movements.
(3) Whoever has the biggest dollar ($) amount wins.

Sources:
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