Lesson 5: Your Money & Choices in Action
Sub Question: How do people make choices with their money?
I. Objectives:
II. Materials:
> scissors
> crayons
> 2 items brought from home for "Birthday Choices" song
- Link to "Birthday Choices" song: http://www.kidseconposters.com/singalongs/birthday-choices/
- props for "Birthday Choices" song; book, apple, hat, baseball, backpack
> model of a 3 tab foldable
> SMART Board
> link to resource on foldables: http://www.dinah.com/chartsandtables/chartsandtable.php
III. Procedures:
1. One last time, utilize the "Birthday Choices" song from previous lessons. Students should have brought in two items from home to act as the props this time for the song. For the purposes of today's lesson, students will be broken up into groups of four before singing the song. Each group should spread out to a different area in the classroom. Group members will take turns placing the two items they brought in to represent the wants in the middle of the group. That group member will then describe to the group a made up scenario they have created, that implies how one item should get picked according to basic needs or interests. For example, a student who brought in a piece of candy and an apple could say"One day I went to the dentist and he said I have too many cavities. The next day at snack time, I had to pick between an apple and a piece of candy. What choice did I make?" The group with then sing the "Birthday Choices" song together (in whisper voices), and the other group members can see if they all agreed, and the group member whose turn it is could justify his reasoning.
Song: "Birthday Choices" Tune: Happy Birthday to You
Music Connection: Use this song to reinforce the concept of opportunity cost. Remind students that choices have consequences.
Challenge: Choose other birthday gifts and sing about them.
Opportunity cost
Is what you have lost.
You chose a ____(football)____,
And gave up a ____(book)____,
Opportunity cost
Is what you've lost.
You chose a ____(______)____,
And gave up a ____(_____)____,
* Engaging student interest;
2. Using the SMART Board, show students a video demonstration of creating foldables, specifically a 3 tab foldable. Inform students they will be creating a 3 tab foldable based on the book, " Alexander Who Used to be Rich Last Sunday".
I. Objectives:
- Students will be able to design a foldable that outlines their understanding of wants, choices, and opportunity costs in terms of money earned.
- VA S.S. SOL K.7: The student will a) recognize that people make choices because they cannot have everything they want;
- b) explain that people work to earn money to buy the things they want
- VA Visual Arts SOL K.16: The student will discuss and explain ideas and expressions in personal works of art.
- VA Music SOL K.1: The student will sing songs and play instruments.
1. Participate individually and in groups. - VA Math SOL K.14: The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data.
- VA English SOL K.8: The student will expand vocabulary a) Discuss meanings of words
II. Materials:
- Students:
> scissors
> crayons
> 2 items brought from home for "Birthday Choices" song
- Teacher:
- Link to "Birthday Choices" song: http://www.kidseconposters.com/singalongs/birthday-choices/
- props for "Birthday Choices" song; book, apple, hat, baseball, backpack
> model of a 3 tab foldable
> SMART Board
> link to resource on foldables: http://www.dinah.com/chartsandtables/chartsandtable.php
III. Procedures:
- Introduction (7 min)
1. One last time, utilize the "Birthday Choices" song from previous lessons. Students should have brought in two items from home to act as the props this time for the song. For the purposes of today's lesson, students will be broken up into groups of four before singing the song. Each group should spread out to a different area in the classroom. Group members will take turns placing the two items they brought in to represent the wants in the middle of the group. That group member will then describe to the group a made up scenario they have created, that implies how one item should get picked according to basic needs or interests. For example, a student who brought in a piece of candy and an apple could say"One day I went to the dentist and he said I have too many cavities. The next day at snack time, I had to pick between an apple and a piece of candy. What choice did I make?" The group with then sing the "Birthday Choices" song together (in whisper voices), and the other group members can see if they all agreed, and the group member whose turn it is could justify his reasoning.
Song: "Birthday Choices" Tune: Happy Birthday to You
Music Connection: Use this song to reinforce the concept of opportunity cost. Remind students that choices have consequences.
Challenge: Choose other birthday gifts and sing about them.
Opportunity cost
Is what you have lost.
You chose a ____(football)____,
And gave up a ____(book)____,
Opportunity cost
Is what you've lost.
You chose a ____(______)____,
And gave up a ____(_____)____,
* Engaging student interest;
2. Using the SMART Board, show students a video demonstration of creating foldables, specifically a 3 tab foldable. Inform students they will be creating a 3 tab foldable based on the book, " Alexander Who Used to be Rich Last Sunday".
- Instructional Strategies (18 min)
4. After the read aloud, pass out the materials to students for the 3 tab foldable. Guide students, in constructing the 3 tab foldable from the materials.
5. Instruct students to write the following terms on the top 3 flaps, "Wants" "Choices" "O.C.", and write each term on the SMART Board as well for students to copy. Ask students to write or draw at least one example from "Alexander Who Used to be Rich" that represents each term on the space below the flaps. Let students know that this project is to be done individually, and that if they have any questions or are confused by aspects of the book, they can let you know and you can discuss the book in more detail with them, or provide another book they have already read before that could apply to the activity.
--->Extension Opportunity: For students how have a strong understanding of the concepts, ask them to create a 4 tab foldeable instead, using the same terms for the first 3 tabs, and adding the term of "limited resources" for the last tab.
5. Instruct students to write the following terms on the top 3 flaps, "Wants" "Choices" "O.C.", and write each term on the SMART Board as well for students to copy. Ask students to write or draw at least one example from "Alexander Who Used to be Rich" that represents each term on the space below the flaps. Let students know that this project is to be done individually, and that if they have any questions or are confused by aspects of the book, they can let you know and you can discuss the book in more detail with them, or provide another book they have already read before that could apply to the activity.
--->Extension Opportunity: For students how have a strong understanding of the concepts, ask them to create a 4 tab foldeable instead, using the same terms for the first 3 tabs, and adding the term of "limited resources" for the last tab.
6. When students have finished their 3 tab foldable, they should raise their hand, at which point the teacher will go over, and ask the student to describe how they went about the project. The teacher should then write down the student's verbal response on the back of the foldable.
7. Coming together as a whole class, ask students to again share what they want to be when they grow up, and ask them to evaluate whether knowing about wants, choices, and opportunity costs will help them make the right decisions with money as they grow up. (Either through simple thumbs up/down, or verbally expressing it.)
* Connections to other lessons;
9. Inform students that in the unit to follow, they will be thinking more about how their knowledge on making good choices with money can help them become a better citizen.
- Summary (10 min)
7. Coming together as a whole class, ask students to again share what they want to be when they grow up, and ask them to evaluate whether knowing about wants, choices, and opportunity costs will help them make the right decisions with money as they grow up. (Either through simple thumbs up/down, or verbally expressing it.)
* Connections to other lessons;
9. Inform students that in the unit to follow, they will be thinking more about how their knowledge on making good choices with money can help them become a better citizen.
IV. Assessment:
> 4 points: Provided 2 substantial examples for each term.
> 3 points: Provided 1 substantial example for each term.
> 2 points: Provided 1 substantial example for 2/3 terms.
> 1 point: Provided 1 substantial example for 1/3 terms.
V. Differentiation:
- Logical/Mathematical: By separating the 3 terms using the format of the 3 tab foldable, this kind of student can more conceptually apply the learning since it is similar in nature to a chart.
- Visual/Spatial: Having the option of drawing their examples in addition to the use of the spatial outline of the 3 tab foldable allows visual/spatial learners to better express their thinking.
- Interpersonal: The collaborative context of the "Birthday Choices" song, allows this student to have a frame of reference for thinking about examples in the book "Alexander Who Used to be Rich".
- Body/Kinesthetic: Through the actual construction of the 3 tab foldables themselves, these students truly understand the context to which the examples from the story must be applied.
- Musical Rhythmic: Utilizing the "Birthday Choices" song primes these types of learners to be successful in the read aloud of the book "Alexander Who Used to be Rich" that follows.
- Naturalist: By labeling the 3 tab foldable and using it to differentiate between classifications of examples from "Alexander Who Used to be Rich", these students become more encouraged in their work.
- Intrapersonal: Having the final stage the 3 tab foldable be done individually allows such students to more effectively process their thinking.
- 3 Tab Foldable - (Summative): Children’s use of examples from "Alexander Who Used to be Rich" in 3 tab foldables will demonstrate their level of comprehension in terms of wants, choices, and opportunity costs. Students will receive 1-4 points for their end products based on the following scale:
> 4 points: Provided 2 substantial examples for each term.
> 3 points: Provided 1 substantial example for each term.
> 2 points: Provided 1 substantial example for 2/3 terms.
> 1 point: Provided 1 substantial example for 1/3 terms.
V. Differentiation:
- Multiple Intelligences:
- Logical/Mathematical: By separating the 3 terms using the format of the 3 tab foldable, this kind of student can more conceptually apply the learning since it is similar in nature to a chart.
- Visual/Spatial: Having the option of drawing their examples in addition to the use of the spatial outline of the 3 tab foldable allows visual/spatial learners to better express their thinking.
- Interpersonal: The collaborative context of the "Birthday Choices" song, allows this student to have a frame of reference for thinking about examples in the book "Alexander Who Used to be Rich".
- Body/Kinesthetic: Through the actual construction of the 3 tab foldables themselves, these students truly understand the context to which the examples from the story must be applied.
- Musical Rhythmic: Utilizing the "Birthday Choices" song primes these types of learners to be successful in the read aloud of the book "Alexander Who Used to be Rich" that follows.
- Naturalist: By labeling the 3 tab foldable and using it to differentiate between classifications of examples from "Alexander Who Used to be Rich", these students become more encouraged in their work.
- Intrapersonal: Having the final stage the 3 tab foldable be done individually allows such students to more effectively process their thinking.
- Suggestions for other accommodations: