Title of Unit: EconoMoney Title of Lesson: Income Submitted By: Meghan McQuain

A. Summary of the Lesson Plan: This lesson will show students what income is, and how it drives us to make decisions of purchasing goods and services (needs and wants). B. Target Population: Grade Level: 3rd grade Skill Level: Verbal Linguistic, visual spatial Grouping: Whole class reading and discussion, pairs for creating posters

C. Materials: Houghton Mifflin student social studies books Houghton Mifflin Teachers Edition Poster board Craft materials (glue, scissors, crayons, markers, etc.) Computer time D. Objectives: o NV State Social Studies Standards o E9.3.4 Demonstrate an understanding of income and give examples.

Student-Friendly Standards I can explain how income effects how consumers pay for goods and services.

E. Procedure: 1. Read page 268 as a class. Discuss income and what the students know about income and how it effects the decisions that people make when purchasing goods and services. 2. Have students work in pairs to develop a poster displaying different types of incomes out there including the incomes of those jobs theyd like to have one day. They should have at least 4 jobs listed with the average income, and goods/services theyd likely be able to purchase on an income like that. 3. Give students 25 minutes in the computer lab to research different jobs and incomes. They will apply the information learned to their posters. 4. Have students present their posters to the class. 5. CLOSURE: Ask students to share with their shoulder partner why income is such and important factor for some people when looking for a job. F. Assessment:
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: EconoMoney Title of Lesson: Income Submitted By: Meghan McQuain

What will you use to measure student understanding? E9.3.4 Demonstrate an understanding of income and give examples. I will use student response and posters for determining if students understand the importance of income. Students must give examples of incomes and what they can goods/services they can purchase on an income like this. Explain how you will know students understand the concepts from the lesson. If students understand the concept they should be able to show this through the posters they create, and the different goods/services each income can bring someone. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I feel as though the reading will be the most easiest to teach. Its clear, and pretty straight forward. 2. Which part will be most challenging for you to teach? The most challenging to teach will be students comprehending income$25,000 sounds like a lot of money, but over a year, and with bills, and a family, thats not much at all. 3. How will you follow up or extend this lesson? I will follow up this lesson with lessons on budgeting. 4. What will you do for students who dont grasp the concepts? I can give students an income for the week, but I will also be charging for the use of bathroom, pencils, pencil sharpening, cost of shelter (just walking in the room) and of course tax to pay for our classroom library. Students can see for themselves how necessary income is, and how fast it can disappear if one is not frugal with their money. 5. Which part of the lesson, if any, do you think might need to change? I may need to change my activity with what I do to help students grasp the concepts. 6. When you were writing this lesson plan, what was the most difficult part? I want to stick to the objective and not veer off too far from that.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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