Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers

Teacher:

Lauren Mariano

Subject:

Value Plan approved by:Dr. Monsour

Grade:

3 grade

rd

Date:

February 12, 2013

Time: 9:00 AM

Behavioral Objective(s): Students will be able to independently calculate the monetary value of the coins/bills given to them with 100% accuracy. Students will be able to develop, in a partner group, a logical argument to explain their decision to barter their goods. Students will be able to independently recall 10 facts about the passage read. Pennsylvania State Academic Standard(s): 2.2.2.B: Add and subtract single and double-digit numbers with and without regrouping, include problems with money 5.1.2.C: Define fairness in working with others. 6.2.3.G: Identify characteristics of the local economy.

Materials and/or Equipment: Zip lock Baggies of coins/bills Household items Comprehension worksheets Modifications for Individual Differences: Students will be given more time in the beginning of the lesson if necessary. Students will be encouraged to all participate in the grand discussion, however students may work with a partner to communicate ideas more effectively. Activities and Procedures: Anticipatory Set: 1. Half of the class will receive a zip lock bag full of coins (a few with dollar bills) and ask the students to count how much money they have (students will record amount on a piece of paper) 2. The other half of the class will receive a household item and asked to brainstorm how much they think their object is worth (students will record monetary value on a piece of paper) 3. Students will read What Money Is: From Nickels, Dimes, and Dollars: How Currency Works by R. V. Fodor Lesson Sequence: 1. After students read the passage they will then answer the attached worksheet to test their comprehension of the passage 2. Students will then walk around the classroom and look for someone to barter their coins or item with. Closure: 1. When finished bartering with other students, the whole class will come together for a grand discussion of what each group traded for and why. 2. Other students will be able to give input of what they think of other groups trades and if they agree or do not agree (show of hands).

Evaluation: Teacher will collect the completed worksheets that tested comprehension. Teacher will also informally assess during the grand discussion of the entire class. Assignments

Student Teacher Reflection:

Cooperating Teacher Reflection:

1. What is bartering? Method of trading occurs when a person offers a product to someone and asks to receive an item at least as valuable in return 2. The South Pacific Island of Yap does not use coins and bills today, but instead uses stones for money. 3. Some Roman soldiers were paid partially in salt. This practice is the origin of the English word Salary, which means payment for ones work. 4. One object that has appeared as money in practically every corner of the world is the Seashell. 5. By the year 330 B.C., coins in Greece were being produced in large numbers under the direction of Alexander the Great. 6. The first unofficial United States coin was minted in New Haven, Connecticut. 7. Currency, as paper money is called, originated out of the need for convenience. 8. The United States Government printed its first official paper money in 1862. 9. Paper money in the United States today is made in what city? Washington D.C. 10. How many bills are on one sheet of printed money today? 32