ThirdGradeEconomics

Author:AbigailEnns
Datecreated:09/27/20155:12PMCDTDatemodified:09/28/201510:10PMCDT

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.

USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.4SocialstudiesCandidatesknow,understand,andusethemajorconceptsandmodesofinquiryfrom
thesocialstudiestheintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareastopromote
elementarystudentsabilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyand
interdependentworld
Domain:INSTRUCTION
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualand
groupmotivationandbehavioramongstudentsattheK6leveltofosteractiveengagementinlearning,selfmotivation,
andpositivesocialinteractionandtocreatesupportivelearningenvironments
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.

VITALINFORMATION

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Date

September27,2015

Subject(s)

Mathematics,SocialStudies

LessonTopic

Economics:earning,spending,saving,anddonatingmoney

Grade/Level

Grade3

Goal

113.14.b
(6)Economics.Thestudentunderstandsthepurposesofearning,spending,saving,anddonatingmoney.Thestudent
isexpectedto:
(A)identifywaysofearning,spending,saving,anddonatingmoney:and
(B)createasimplebudgetthatallocatesmoneyforspending,saving,anddonating.
111.5.b
(9)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone'sfinancialresources
effectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(C)identifythecostsandbenefitsofplannedandunplannedspendingdecisions
(E)listreasonstosaveandexplainthebenefitofasavingsplan,includingforcollegeand
(F)identifydecisionsinvolvingincome,spending,saving,credit,andcharitablegiving.

Objective(LearningOutcome)

Thestudentwillbeabletounderstandthedefinitionandpurposeofearning,spending,saving,anddonatingmoney.

ValueandImportance

TheclasswilldiscusstheimportanceofthislessonbythefollowingEssentialQuestions:
Whydowehavemoney?
Whydopeoplework?
Howdoyoudecidewhattodowiththemoneyyouhave?
Whydopeoplesavemoney?
Whydopeoplespendmoney?
Whatisthedifferencebetween'needs'and'wants'?

MaterialsAndResources
MaterialsNeeded

"HermittheKermit"byBillPeet
Preziondiscussionoftheroleofmoney,earning,saving,spending,anddonating
MyWeeklyLunchBudgetprojectdocuments(menu,weeklychart,questions,rubric)(attached)
Attachments:
1. LunchBudgetProject.pdf
Links:
1. EconomicsDiscussionPrezi

TeacherUseofTechnology

Teacherwilltakeclassthroughaprezithatexplainsanddiscussestheconceptsoftheroleofmoney,earning,saving,
spending,anddonating.
Sourcesforideasbehindlesson:
http://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1054&context=educ_understandings
http://www.takechargeamerica.org/wpcontent/themes/tca/pdfs/teachingresources/gradethreesavingsplan.pdf

StudentUseofTechnology

Studentswillparticipateinclassdiscussionandguidedpracticesusingtheprezipresentedbytheteacher.

InstructionalMotivational
Strategies

Teacherencouragementandclassmatediscussionwillprovidestudentswithmotivationintheirwork.

InstructionalStrategies
PriorKnowledgeNeeded

Studentswillneedabasicunderstandingoftheconceptsofmoney,earning,saving,andspendingastheydigdeeper
intothepurposesoftheseprocesses.

AnticipatorySet

Teacherwillreadstudentsthebook"HermittheKermit"byBillPeet.
Hereisalinktoanaudiorecordingofthestory:
https://www.youtube.com/watch?v=FLBFa5YU2ww

Assessment(Checkfor
Understanding)

Teacherwillconductaclassdiscussiononthestoryandtheconceptsofearning,saving,spending,anddonatingin
ordertocheckthatthestudentsareunderstandingandfollowingtheconcepts.
Teacherwilllookoverstudents'lunchplansandexitslipstoseeiftheconceptshavebeenmasteredoriftheyneedto
bereviewed.

DirectTeach

Theteacherwillgothroughadiscussionleadpreziwiththestudents.(inmaterials)Theprezidiscussestheideasof
money,earning,saving,spending,anddonating.Theteacherwillasksimpleandessentialquestionsthroughoutthe
discussiontoleadthestudentstounderstandingtheconcepts.Theteacherwillalsoexplaintheseconceptsasneeded.

ContentKnowledge

Theprezitakestheclassstepbystepthroughtheconceptsandknowledgethatwillbelearnedinthislesson.

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CriticalThinking

Theclasswilldiscussessentialquestionsthroughoutthelessonthatwillprovideopportunitiestodigdeeperintocritical
thinkingaboutthetopicsaddressed.Essentialquestionsusedinthislessonare:(alsolistedinValueandImportance)
Whydowehavemoney?
Whydopeoplework?
Howdoyoudecidewhattodowithyourmoney?
Whydopeoplesavemoney?
Whydopeoplespendmoney?
Whatisthedifferencebetween'needs'and'wants'?

Modeling

Teacherwilldiscussdifferentneedsandwantswiththeclass.Theclasswilllookatdifferentexamplesonthepreziof
needsandwantsandtheteacherwillhelpdiscusswhyeachitemisaneedorawant.

GuidedPractice

Thestudentswillthentakeoutapieceofpaperandtheteacherwillshowdifferentpicturesonthepreziforthe
studentstoidentifyasaneedorawant.Afterwritingdowntheiranswerstheclasswillgoovertheimagesagainand
discusswhethereachitemisaneedorawantandwhy.

IndependentPractice

Studentswillcreateaweeklylunchbudgetforthemselvesusingthemenuandchartattachedinmaterials.Theyare
given$25andmustplanouttheirlunchesforeachday.Studentsmusthaveatleastonedrink,oneentree,andone
side.Theymaysaveextramoneyfordessertsandappetizers.Reflectionquestionsandrubricarealsoattached.

Modifications/Accommodations
forSpecialPopulatio

Teacherorhelperwilltalkwithstudentswhocannotcompletelunchbudgetassignmentandverballygoover
assignmentwiththemtomakeaweeklyplan.Otherstudentsmayhavemoretimetocompletelunchbudget.

Closure

Asanexitticket,studentswillwritedownonasliporpaper:
1.oneitemthattheyhaverecentlyboughtordonated
2.howtheyearnedmoneytobuytheitem
3.andwhethertheitemwasaneedorawant.

WrittenReflections

Teacherwillgooverthefollowingquestionsafterclasstoreflectonthesuccessfulnessofthelesson.
1)List3variedstrategiesusedinthislesson.
2)Whatwasthemosteffectivestrategyusedandwhywasiteffective?
3)Whatwastheleasteffectivestrategyyouused?Why?Whatcanbedonetoimprovethis?
4)Whatroledidlowerlevelquestionsplayinthislesson?
5)Highlight35higherorderthinkingskillsquestionsthatyouused.Reflectontheabilityofthestudentstorespond
appropriatelytothequestions.
6)Howdidthetechnologyyouusedenhancestudentlearning?
7)Whydidyouchoosethisspecifictechnologyforstudentuse?Howdiditaccomplishyourgoal?
8)Whichlearningmodalitieswereaddressedinthislesson?
9)Howdoyouknowtheobjective/learneroutcomewasmetinthislesson?

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