SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Courtney Ray

Thematic Unit Theme/Title/Grade Level: Finance & Geography/Fourth Grade
Wiki space address: http://ucfgr4tallahasseef14.weebly.ccom
Daily Lesson Plan Day/Title: Day 2/Learning about Budgeting
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

Studentswillunderstandhowtousedifferentbudgetingtoolstoplanatripto
Tallahassee,Florida.
LearningObjectives:
1. Thestudentwilllearnaboutdifferentwaystobudgettheirmoney.
2. ThestudentwillbeabletocompleteanitineraryofplacesinTallahassee.
3. Throughgameplay,studentswilllearndifferentwaystousemoney.
NCSStheme(s):
Geography
Finances
Budgeting
CommonCoreStateStandard(s):
LAFS.4.W.1.1: Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. Introduce a topic or text clearly,
state an opinion, and create an organizational structure in which related
ideas are grouped to support the writers purpose. Provide reasons that are
supported by facts and details. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in addition). Provide a concluding
statement or section related to the opinion presented.
NextGenerationSunshineStateStandards:
SS.4.FL.2.7:Planningforspendingcanhelppeoplemakeinformedchoices.
Developabudgetplanforspending,saving,andmanagingincome.
SS.4.FL.3.2:Explainthatwhenpeoplesavemoney,theygiveupthe
opportunitytobuythingsnowinordertobuythingslater.
SS.4.FL.2.6:Predicthowpeoplesspendingchoicesareinfluencedbyprices
aswellasmanyotherfactors,includingadvertising,thespendingchoicesof
others,andpeerpressure.

UnitPreAssessment:
ThestudentswillbegivenaKWLchartwheretheycanfillouttheKnowsectionwiththeir
priorknowledgeofTallahassee,andtheWanttoknowsectionwithatleastfivequestions
theyhaveaboutthesubjectortopicstheyareinterestedinlearningmoreaboutfromtheunit.

UnitPostAssessment:

Thepostassessmentwillbethesame.StudentswillfinishtheirKWLchartbyfillingoutthe
Learnedsectionwithaleastfivefunfactstheylearnedfromtheunit.

Ongoingdaily(progressmonitoring)Assessment:
Afterthestudentsrotatethroughthethreestations,theteacherwilltakeapollusingascale
wherethestudentsturntheirlittlespinnertoa1,2,3,or4togaugehowtheyarefeelingafter
thelesson.Thiswilldeterminewhetherreviewisneededbeforeproceedingtothenextpartof
thelesson.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

1.

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

2.

3.

4.

5.
6.

7.

8.

9.

The teacher will ask the students to recap what happened in class yesterday. The
students will turn and talk to their shoulder partner about what they remember. The
students will then come back together as a class and briefly share what they remember
about yesterdays lesson.
The teacher will bring out the suitcases that the students made yesterday and pass
them out to each student. The teacher will also remind the students to practice and
review their readers theater that they received yesterday. The teacher will also collect
the lists from yesterday on what the students came up with of where they would like to
visit in Tallahassee.
After the lists are collected, the teacher will write a list on the Interactive White Board
of the top places that the class chose. The students will copy the list down and will be
assigned a short homework assignment of researching the places on the list and
brainstorming which places they would like to visit. The students will be told that a
poll will take place tomorrow to vote on the destinations for the trip.
The teacher will then ask the class questions to see what they know about taking trips.
For example, the teacher could ask, If we were actually going to trip to Tallahassee,
what is one of the first things that we would need to make sure that our trip is
successful? The class will engage in discussion about what they think is important to
know before taking a trip.
The students will then read over the itinerary worksheet that will be passed out to
them containing the different places in Tallahassee that the class is planning to visit
on Friday.
Next, the students will be broken up into groups based off pre-determined groups
called vans by the teacher. Van 1 will go to station 1, van 2 will go to station 2, and
so on. The students will make a full rotation around the classroom, making sure to
visit each station. There will be three stations set up around the room; a journaling
station, board game station, and a budgeting tools station. Each student will make
their way to each station to complete each activity. Journaling Station will be station
1, Board game station will be station 2, and the Budgeting Tool station will be station
3. Each station will last about ten minutes each.
Journaling Station:
Students will be provided with notebook paper on which they answer the
question, What does your ideal trip to Tallahassee look like and how can
you budget for your trip?
ESOL: Students who are not proficient in English or have difficulities
writing may draw a picture of what they think theyre trip would look like.
The students are to save these journal entries to put into their suitcases at the
conclusion of today.
Board Game Station:
The students will play a game called, Pay Day. The objective of this game is
to be the person with the most money at the end of game play. Students will
take turns rolling the dice and moving around the board. Around the board
are different cards and game spaces. A game space may say that you collect a
certain amount of money or may say that you now owe that amount of money.
Game cards may have you purchase items larger than the amount of money
you have, so a loan would need to be taken out. Through this game, students
will learn about loans, interest, learning to pay bills before buying things
they like, and how to save in order to buy the things that they want. The game
is set up in months, and the students will play for two months (about
two times around the board).
Budgeting Tool Station:
In this station, the students will have a worksheet called Share, Save,
Spend.
The students will decide what they think they will need to do each of these
categories regarding their trip to Tallahassee. The students will decide what
they think they need to save and how much, how much they think they will be
spending and what for, and how they can make their money go further by
sharing with others or their community.
Students will complete this worksheet individually, but will be able to discuss
and talk amongst their group about their thoughts and ideas.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ESOL: Discussion for this station would be ideal for ELLs since they might
need a little more guidance regarding this topic.
10. After each van has completed the rotation, the students would come back together
as a class and the teacher would lead discussion. The teacher could ask the students
what they learned or thought about each station to begin discussion. The class could
talk about their ideal trips or what they think they will need to spend money on and
how much they need to save in order for the trip to be successful. The students will
place their Share, Save, and Spend worksheets and their journal entries into their
suitcase
11. To close out the block, the teacher will give the scale assessment to the class to see
how confident they feel after todays lesson.
Pay Day board game
Share, Save, Spend worksheet
Blank notebook paper
Student made suitcases
Markers or crayons for the students to use during the journaling station
Little spinners for the scale assessments (placed on students desks)
HomeConnection:Studentsareencouragedtotakethecompletedprojecthomeattheendoftheweekorganizedinasuitcase
andwalletmadebythestudentsonday1oftheunit.

Resources/Materials