Title: Goods and Services

Subject/Grade Level/Date(s): Art/ 5th/

Time Requirements: 45-55 minutes
Materials List:
Blank debit card
Blank check
Colored pencils
Markers
Crayons
Type of Lesson: Individual/ Whole group
Connection to Standards:
S1.C1.PO201 (Contribute to a discussion about ideas for his/her
own artwork)
S1.C1.PO202 (Make and explain revisions in his or her own
artwork)
S1.C1.PO203 (Develop plans for his or her own artwork)
Instructional Objective: Students will be able to develop plans for
their own artwork, while making revisions where needed. Students will
be expected to participate in a class discussion contributing his or her
ideas.
Rationale and Goals: I am teaching this lesson because it
incorporates with a Social Studies lesson that was taught the previous
day. The previous day, we learned about debit cards and checks so
students will now be able to design their own debit card designs on a
blank template. This lesson does take into account any issues that can
come up in the classroom and had proper accommodations for those
who need.
Active Instructional Plan: Students prior knowledge will be
activated by reviewing key vocabulary terms, which will be organized
by grouping. We will begin by introducing key terms related to Labor &
Income, followed by key terms related to Banking* and Purchasing
Goods & Services*. Each term will be followed by an example(s) that
will be relatable to students and help their understanding of the given
concept.
* examples include filling out check, showing different debit cards
Once key vocabulary and provided examples are understood, students
will be provided blank checks and blank debit cards for them to fill out
and design or write a check to a friend/family/restaurant/etc.

Anticipatory Set:

Questions:

Modeling:

Guided Practice:

Teacher Behaviors
We will begin by
asking students if any
of them have an
income. We will allow
students to share
their form of income
and why they receive
their income. Next, we
will ask if any
students have any
jobs (labor) that they
have to do at home.
Students will be
allowed to share.
Does anyone have an
income? What?
Who remembers what
a debit card is?
Do we have any
questions that werent
answered yesterday?
As we are covering
checks, we will project
a giant check onto the
white board to fill in
as an example for the
students. We will also
provide a real check
book and multiple
debit cards for the
students to see
At this time, we will
begin to fill in the
check with the

Student Behaviors
Students will be
seated at their tables,
with no distractions,
actively listening to
instruction. Students
will gain personal
interest when asked if
they have an income.
Using the idea of their
own money will gather
student interest.

What if you dont pay

back a loan?
Can you spend
money from your
savings?
Where does loan
money come from?
During this time,
students are expected
to be in their seats
actively involved in
the lesson. Due to the
document projector,
all examples will be
large enough for all
students to see; this
should make it so
everyone stays in
their seat
Students will be
assisting us in filling
out a check. They will

Independent
Practice:

Closure

students, instructing
them line-by-line.
Throughout the
lesson, I will ask
students if they have
any questions and
make sure that
everything is
understood.
To show their
understanding,
students will be
provided blank checks
at this time and will
be allowed to fill them
out however they
please. They will also
be able to design their
own debit card at this
time using the blank
template provided.
To close our lesson,
we will have students
explain to us their
understanding of the
key vocabulary
introduced. Students
will be able to share
the checks that they
wrote or debit cards
they designed. If any
questions remain, we
will allow time to
answer them.

provide details about

the check and tell me
what to write and
where to write it.
Students will be
actively participating
and involved.
At this time, students
will be working
individually on writing
a check or creating
their debit cards.
Students will have
materials available at
their desks so no one
should be moving
around the classroom.
At this time, students
will be seated at their
tables and will be able
to share their debit
card designs with the
class. Students will be
able to project their
designs on the
projector so everyone
can see and the
student can explain
their work.

Student Assessment/Evaluation: To evaluate my students during

this lesson, I will be actively walking around the classroom as students
are working to ask questions and make sure everyone is actively
participating. By asking questions as students are working, I will be
able to understand their process of thinking while working.
Modifications/Accommodations: This lesson was created with all

accommodation kept in mind. Students will be in their original seats so

any seating accommodations will already be met.
Safety: There are no real safety precautions to take for this lesson. If
students are wanting to cut out their checks or debit cards, ageappropriate scissors are available.
Clean Up: To clean up after this lesson, students will be asked to cap
all markers and put materials back in their desk caddies. If there is any
loose paper on the floors, students will recycle what is around their
tables.
Teacher Assessment: Overall, this lesson was paced out smoothly.
Student showed a deep interest in checks and debit cards and loved
showing their designs and explaining what they created. I would
definitely teach this lesson again and keep it the same way.
Resources: I found a blank debit card and blank check template on
google images. There are many options available.