Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 3rd Social Studies Strand: Economics

Submitted By: Courtney Donnelly

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #3 3rd grade economics

B. Summary of the Lesson Plan:

submitted by: Courtney Donnelly

This third grade lesson is based on the strand of economics where I will be teaching the students about income and what it means. This lesson will be using the Houghton Mifflin Social Studies textbook Communities (p. 266-271) C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: 50 minutes Groupings: whole group during discussion, and pairing during activity

D. Materials: Social Studies Textbook Communities Paper and pencil Computers E. Objectives: o NV State Social Studies Standards o F. Vocabulary Income the amount of money received in exchange for work or goods. Budget a plan for how to use money Barter to trade for services with goods rather than money. E.9.3.4 Demonstrate an understanding of income and give examples. I know what income means and examples of income. Student-Friendly Standards

G. Procedure 1. Ask students what they would do if they had $50. (give them 5 minutes to write down their answers) 2. Take 5 minutes to discuss some of the answers that the students came up with. 3. Looking at TE p. 266, discuss what money is to the students. 4. Introduce the idea of bartering to students adding some examples. 5. Ask the students the difference between bartering and paying for something with money. 6. Introduce the idea of income and budget. 7. Ask the students why its so important to budget their money.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #3 3rd grade economics

submitted by: Courtney Donnelly

8. Have the students work in pairs to research five different careers and what their income would be online. (25 minutes) 9. Have the tallest person from each pair share their favorite career that they found and what the income would be. 10. Have the students turn in their list of careers and income. 11. Reiterate what an income is and how its important to their future. H. Assessment: What will you use to measure student understanding? I will use the students career/income lists to make sure they are giving me correct jobs and a large amount of money which would be the income. Explain how you will know students understand the concepts from the lesson. When I introduce the idea of income I want to make sure students understand that its a large amount of money. The students might understand that someone could make $10 per hour, but thats not an income. Having them come up with their own examples is how Ill know the concept was learned. I. Closure: Have the students as a class give me the definition of what income is. Pick out three different students to give me an example of an income.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part will be teaching the students the definitions since they are all something the students might have heard before. 2. Which part will be most challenging for you to teach? The hardest part will be having the students come up with their own examples of an income since I see a lot of students just giving me what a person makes an hour which is what we add together to see what an income is. 3. How will you follow up or extend this lesson? I can extend this lesson with doing a math lesson since this lesson idea is dealing with money which is something the students will learn about in every grade. 4. What can you do for students who dont grasp the concepts? For students who dont grasp the lesson I will give them real life examples from their own life to give them a more concrete idea of each topic. 5. Which part of the lesson, if any, do you think might need to change?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #3 3rd grade economics

submitted by: Courtney Donnelly

I might have to change the activity I want them to do since it might be hard for all the students to understand what Im asking. I think Ill look into more resources that deal with lessons on income. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was just figuring out what I wanted my students to do. I had the standard early, but putting together a lesson to go around that standard was tough for me since I worked on it for two weeks. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4