Project Entry and Exit Event Plans

Projects Essential Driving Question:

WHAT ARE THE VARIOUS FUNCTIONS OF MONEY IN OUR LIVES?

ENTRY EVENT- Scavenger Hunt

Overview:
In order to introduce the topic of money and what it means in our world, students will
engage in a scavenger hunt. Students will be given a list of items to find in various places
of the classroom, with a picture of what each item looks like. The items will consist of
paper money and coins from different areas of the world. Examples of such money include
pennies, nickels, dimes, quarters, $1, $5, $10, etc. in US money, euros, pesos, and other
forms. For the purpose of this specific entry event, the teacher will place 10 pennies, 10
one dollar bills, 10 fifty Cent coins from Mexico, 10 twenty peso bills, 10 2 cent euro coins
and 10 $5 banknotes in random places around the classroom. This will allow for at least
ten groups of two. Students will be broken into small groups of two to three and will be
handed one guide including which items to find and a picture of each. Students will be
instructed to find one of each item for their group and bring it to the carpet for a group
discussion. During this group discussion, students will compare and contrast the different
monies as the teacher writes them up on the board. After the group discussion, the
essential question will be introduced to students.

Instructional Materials:

10 pieces of paper money/coins from 6 different countries of the world allowing enough for
one piece of each model for 10 groups of two

10, 20 cent coins

from Mexico

10, 1 US Dollar Bills

10, 20 Peso
10, 50 Cent coins from Bills from
Mexico
Mexico

10, 5 Euro Bills

10, American
Pennies

11 copies of finders guide to allow for 1 per group of two students and 1 for
teacher
o Finders guide is attached to the end of the Entry Event lesson plan
Timer (optional)
Smart board, dry erase board, chalk board or poster paper
Marker/chalk (if using dry erase board/chalk board)
1 Basket for students to place their pieces of money at the end of the event

Technology:
Sources for money samples:

http://www.pennyinvestornetwork.com/blog/index.php/picking-your-ownexplosive-penny-stocks/pennies/
http://coinquest.com/cgi-bin/cq/coins?main_coin=1105
http://www.mts.net/~dcdonahu/mex20.jpg
http://www.muenzen.eu/euro-umlaufmuenzen.html
http://www.ken-szulczyk.com/countries/netherlands.php

Time Duration:
About 40min

Instructional Sequence:
Event
Segments

Approxim
ate time
per
segment

Detailed Steps/Procedure

Set up

5min

Introduction

5min

Small group
discussion

3min

Scavenger
Hunt

10min

12min
Group
Discussion

Teacher should have prepared money (or images of money)

and finders guide before the start of class.
The teacher will spend about five minutes placing the various
pieces of money in different areas of the classroom
Good areas to place money include along walls, on
the side of a computer, on the chalk board, on
students desk, etc.
All 60 pieces of money (10 for each model) should be
placed at this time, trying to place the same kind of
money within the same general area to save time (for
example, placing all 10 pennies along the chalkboard)
The teacher will break students up into small groups of two or
three. After deciding the groups, the teacher will inform
students that they will be participating in a scavenger hunt in
order to find the various forms of money throughout the
classroom. The teacher will explain to students that they will
be getting one finders guide per group in order to help them
find each item. The teacher will explain to students that they
are to look at each item on the guide, and then find the same
physical model in various areas of the classroom. After going
over the instructions, the teacher will hand out one finders
guide per group. The teacher will instruct students to, in their
groups, take a look at the finders guide to better get
acquainted with what they are finding.
Teacher will encourage students to go over all items, looking
at their physical characteristics. Students should ask
themselves; within their groups what it is that they are
looking for.
What does it look like?
What color is it?
What is it made out of, paper, metal?

The teacher will instruct all students to stand and get ready
for the scavenger hunt. The teacher will inform students that
they must follow classroom rules during the scavenger hunt.
Students will be reminded to walk, watch out for others, and
apologize if they accidently bump into another classmate.
Also, to be polite by using nice words. In their groups of two
or three, students will use their finders guide in order to find
all the different items on their list. They will use the pictures
from the guide to match ones found within the classroom.

Students should find one of each item within their group

(penny, US one dollar bill, fifty cent coin from Mexico, twenty
peso bill, 2 cent euro coin and $5 banknote). When there is
two minutes left of the hunt, the teacher will instruct those
groups that have found all of their items, to go ahead and find
another group to help find remanding items before time is up.
After each group has found each item, they will sit down on
the center carpet and wait for further instruction.
As students are finishing up their scavenger hunt, the teacher
will pull up the smart board to set up a T chart. One side will
read similarities and the other side will read differences.
The teacher will lead a whole class discussion comparing how
the monies are similar and different. The teacher will lead the
discussion asking questions such as

What do the items that you found in the scavenger

hunt have in common?
What are they made out of? Are they all made out of
paper? Are they all made out of metal?
What makes them the same?
What values do they hold?
Where are they all from?
Based on student responses, the teacher will write the
response on the similarities or differences side of the T
chart.
Closure

5min

After filling out a comparison T chart as a class, students

are ready to be introduced to their essential question. At this
point the teacher will say the essential question for our next
project is, what are the various functions of money in our
lives?
After presenting the essential question, the teacher will
instruct students to take a minute to think about this
question
After taking a minute, The teacher will ask students to
come up with a list of questions to explore based off
the essential questions and their general interest about
what they want to learn about money
The teacher will start out with two questions, to get
students started in the right direction
o I personally would like to ask, how is money is
used in our lives?
o I would like to ask, what purpose does it serve?

After about 4 minutes, the teacher will inform students that in

small groups of two or three, they will pick a country that they
are familiar with to study the components of money in that
specific country.
The teacher will inform students that they will complete an
end collage of information they gathered during their
research.
As students get up to head back to their desk, they teacher
will instruct students to place their money pieces in a basket
located at the front table, provided by the teacher. The
teacher will instruct one student from each group to put their
finders guide in their desk, to keep for reference throughout
the project.

FINDERS GUIDE
Instructions: Using the images listed below; find various pieces of money located across the
classroom. The goal of this assignment is to take a look at the physical properties of the money
listed below, and to use those properties to find the different pieces of money located around the
classroom. In groups of two, find one piece of each item listed, for a total of 6 pieces. Use the
following images as a guide. Only when your group has found all 6 items, and the teacher has given
the instruction to, may you select one other group to help them find their pieces.
1. (1) 20 cent coin from Mexico
2. (1) 1 US Dollar Bill

3. (1) 50 Cent coin from Mexico

4. (1) 20 Peso Bill from Mexico

5. (1) 1cent American Penny

6. (1) 5 Euro Bill

EXIT EVENT Sharing Our Money

Overview:
In order to conclude and wrap up the childrens experience with exploring money in their
own world, they will send their final poster, collage, or pamphlet and the money they
created to paired second grade classes in their assigned country of research that will
hopefully send us back information about or real representations of their own money. The
exchange will be done via mail and will include the collaborative final projects, the money
they created, a briefly constructed summarization of what they learned about money in
their own culture and how it compares to money in the country they researched, and a
class portrait. The teacher will coordinate with the classes to assure that the class knows
the money is coming in hopes they will prepare something in return. Each group will
individually create their summary, address the envelope, and fill it with its contents. The
summary should essentially be a brief overview of everything the students learned during
the course of the project. The teacher will provide each group of students with an address
specific to a 2nd grade classroom in their researched country based on his/her own
research and connections. This exit event is beneficial because it also incorporates a

chance for revisiting what we learned about money when we receive information back
from the paired classes.

Instructional Materials:

Each students self created pamphlet, poster, or collage

Each students personally created money representation
Envelopes
Stamps
Camera

Technology:
Technology wont be used during the exchange but will likely be necessary for the teacher
to use when connecting with other classes. A camera will be necessary for taking class
portrait.

Time Duration:
About 25 minutes

Instructional Sequence:
Event
Segments
(Break event
into main
segments)
Preparation

Approxim
ate time
per
segment

2 min

Detailed Steps/Procedure (Use formal writing, phrase in

the third person ex: The teacher will.. Include details and
strategies for management considerations, transitions,
material distributions. Include steps and spoken words
italicized and in quotes throughout)
The teacher will email and discuss with other second grade
teachers, in various countries, two weeks prior to the sending
of the projects to assure enough time for them to hopefully
prepare something in exchange and send us the appropriate
addresses. Then, the teacher will gather envelopes, stamps,
paper, and a copy of the class portrait to provide for the
students. Each address will be recorded on a half sheet of
paper to give to each group, pertaining to their country, for
them to copy onto the outside of the envelope at the
beginning of the activity.
On the day of the exit event, the students will gather their
poster, pamphlet, or collage, created money, envelope,
paper, stamp, and classroom portrait and get into their
collaborative research groups. Materials will be located on the
back table. After gathering materials, they will head back to
their seat and wait for directions.

Brief
Introduction

3 min

The teacher will describe to the students the activity and how
it brings together everything learned over the course of the
project. The teacher will also explain the summary they will
generate. She could describe it like this:
Before preparing everything for send off, we must first write
a group summary detailing what we learned about money in
our own culture and what we learned through research about
our specific countries. This summary should be about 5
sentences long in length and be written with ideas from every
member in your group. We want to let them know all about
our money as well. Remember to use proper grammar and
sentence structure like we have been learning about in
language arts.
The teacher will also inform the students that they will have
about 15 minutes to create a final copy and ask if they have
any questions.

Writing the
Summary

About 15
minutes

Assembly

3 mins

The students will work with their groups to come up with a

summary to incorporate in their envelopes. As students are
working, the teacher will walk around and check in with each
group to assess their processing and overall understanding of
the project. The teacher will also make suggestions about
things to include in their summaries.

The students will put everything in their envelopes, address

them, and place a stamp on them. Then, they will place all
envelopes on the back table for the teacher to send out.

Debriefing

2 min
The teacher will generate an ending class discussion to
summarize the exit event and wrap up the money project.
He/she will call on groups at random to share what they wrote
about in their summaries. The teacher will also pose their own
questions to generate some deeper thinking. Potential
questions could be:
What makes your countries money different from the
money we have here in the United States?
How do you think kids your age use money around the
world?
What made you decide on your creative choices for


Transition

1 min

your personally created money?

How well did your group work together to prepare the
envelopes and summaries?

The teacher will direct the students back to their own desks
and inform them that they will revisit money when and if they
receive articles from their exchange classrooms.