Madison Purich

Economics

"Why is it important for you to save money?"

Grade: 2
 Rationale:

The topic I chose for my text set was money, more specifically saving money. My

cooperating teacher and I discussed multiple different ideas for the Social Studies lesson I was

going to integrate in her classroom. At first, we tossed around the idea of community helpers

because it fit with the wax museum students were going to begin at the end of March. However,

after further discussions we realized an economics lesson would be more beneficial because it is

something that is often forgotten. Students currently were learning more about counting money

as well, so an economic lesson was very fitting.

I think the topic of economics and saving money is an age appropriate topic for the 2nd

grade classroom I was placed with. Students seemed to have a good concept of money value, so

furthering their knowledge on this topic was something I was very excited for the opportunity to

do. This topic correlates with their math curriculum as well; because they were learning to count

and add money. Implementing an economics lesson would bridge these two together and further

that understanding. The economic lesson will help students understand why it is important to be

able to count money in the future, which is applying their learning to a real-life application.

When looking at the Pennsylvania English Standards, the text set aligns with two standards:

Standard - CC.1.4.2.A
Write informative/ explanatory texts to examine a topic and convey ideas and information
clearly.
Standard - CC.1.4.2.W
Recall information from experiences or gather information from provided sources to
answer a question.
Standard - CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger
groups.

The Social Studies Pennsylvania Standard that the text set aligns with is:

D2.Eco.10.K-2. Explain why people save.

 The text set aligns with the above standards because as students it is important that they

can pick context clues from pictures, book, and other resources to gather information about a

given topic. Students are expected to pull out information from various sources and then

participate in a collaborative conversation about the information learned. In this case, students

are expected to be able to gather information about people saving money and use it throughout

the entirety of the lesson.

The text set also aligns with NCSS themes standards. The text set aligns with theme 7:

Production, Distribution, and Consumption. Through the exploration of the text set and

photographs, students will be able to examine all aspects that go along with saving money and

economics. Students will also learn how economics play an important role when decision-

making between buying wants and needs. NCSS theme 7 allows for learns to, “Explore

economic decision-making as they compare their own economic experiences with those of

others.” (2010). Once students can grasp the importance of saving money, they can apply their

knowledge to real-life situations.

Questions for Exploration

1. Why is it important for you to save money?

 2. What are the costs of wants and needs?

3. Why do people save money?

4. What are some ways people save money?

KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: ___Madison Purich_________________________ Date: _4/18______________________

Cooperating Teacher: _________________________________________________ Coop. Initials:
________________
Group Size: _whole group (20)_________ Allotted Time: __4 days____________ Grade Level: _2nd________________
Subject or Topic: __Saving Money___________________________________ Section: _____________________

Saving Money

Standards(s):
C3 Framework Dimension 2
D2.Eco.10.K-2. Explain why people save.
Theme 7: Production, Distribution, and Consumption
PA /Common Core Interdisciplinary Standard
Standard - CC.1.4.2.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Standard - CC.1.4.2.W
Recall information from experiences or gather information from provided sources to answer a
question.
Standard - CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger groups.

NCSS Theme(s):
The literature book, A Chair for My Mother by Vera Williams (1982), will provide students all kinds of
information about saving money. Within the book, a family has a house fire and wants to save money to buy a chair
for their new home. Throughout the book the family discusses ways they make/save money to buy the chair like
they decided they were going to. “They explore economic decision-making as they compare their own economic
experiences with those of others and consider the wider consequences of those decisions on groups, communities,
the nation, and beyond.” (NCSS, 2010).

I. Performance Objectives:

The student will…

 Students will create a t-chart collage of wants and needs, including costs in pairs then share out to the class.
This will be completed after a read aloud and students have a chance to explore different sources.
 Gather evidence and record ideas in a graphic organizer about why it is important for people to save
money. Additionally, why/what people save money for.
 In small groups students will discuss ways people save money. Groups will collect ideas using their prior
knowledge, and sources evaluated. Students then complete a 3-panel comic showing ways people save
money.
 Create a mini poster explaining why it is important for people to save money. Additionally, why people
save money (listing examples) and using the terms wants and needs. Lastly, students will make a
connection to themselves to show application of learning in the real world.

E. Assessment plan:

1. Formative Performance Tasks

a. In pairs students will create a t-chart collage of wants and needs while being sure to include
the costs and then be prepared to share out to the class. The collage will be completed after a
read aloud and all students have a chance to explore different sources. Student participation
will be assessed using a checklist. When students are in pairs the teacher will observe and
give students a check or minus on the checklist for whether they complete the given criteria or
not. Teacher can also write additional comments.
b. Students will gather evidence from various sources and record ideas in a graphic organizer
about why it is important for people to save money, and why/what people save money for.
Students will be assessed using a rating scale. The teacher will walk around while students are
working to observe, then collect graphic organizers to evaluate at another time. Teacher will
be looking for completion as well as for student understanding in the given criteria.
c. Students will discuss ways people save money in small groups, after collecting ideas. Then
students will complete a 3-panel comic showing ways people save money. Student
participation will be assessed using a checklist. Students will receive a check or minus for
whether they complete the given criteria or not. Teacher can also write additional comments.
 2. Culminating Performance Task: Why is it important for you to save money? Students will apply their
learning and use all sources from within the days to answer the question. Independently students will
create a mini poster explaining why it is important for people to save money. Additionally. Explain
why people save money along with examples of what they may be saving for, while remembering to
use the terms wants and needs. Lastly, make a connection to the real world by applying their learning
and stating what they want to save for and how they will save for it.

II. Instructional Materials

Teacher Materials:
 A Chair for My Mother by Vera Williams
 Lily Learns About Wants and Needs by Lisa Bullard
 Bunny Money by Rosemary Wells
 Text set
 Text set questionnaire
 Photos
 Video on hook for day one
 Video for sources on day one
 Anchor chart
 White board
 Smartboard
 Writing utensils
 Checklist for day one
 Rating scale for day two
 Checklist for day three
 Rubric for day four

Student Materials:
 Art supplies-one bin per table
 Writing utensils-one per student
 Scissors-provided in art supplies bin
 Glue-provided in art supplies bin
 Tape-provided in art supplies bin
 Markers-provided in art supplies bin
 Colored pencils- provided in art supplies bin
 Crayons-provided in art supplies bin
 Paper-enough for all groups
 Graphic organizer for the second formative task-one per student
 Magazines-for whole class to share (10-15 magazines)

III. Subject Matter/ Content

a. Prerequisite skills
i. Basic writing skills
ii. General knowledge on money
iii. Students have worked in small groups and participated in class discussions
iv. General knowledge of how to pick context clues from a picture
v. General knowledge on how people spend money at stores
vi. Have concept of money
b. Key vocabulary
i. Money: coins and bills used to pay for things
ii. Wants: something you wish for but do not need in order to survive
iii. Needs: necessary to have in order to live
iv. Saving: the money one has collected (usually over a long period of time)
v. Spending: paying to buy something you want or need with money
vi. Buy: purchasing something (using money to get something you want or need)
c. Big idea
i. Compelling Question: Why is it important for you to save money?
 ii. Supporting Question 1: What are the costs of wants and needs?
iii. Supporting Question 2: Why do people save money?
iv. Supporting Question 3: What are some ways people save money?
d. Content: IDM Blueprint
i. Wants and needs are both thigs that people need money to buy, however, wants are
something you wish for but do not need, and needs are necessary to have.
ii. People saving money is important because then they can buy things that they need in
order to live.
iii. There are many ways that people can save money such as; working and then putting
money into a bank or doing chores and then collecting money in a jar.

IV. Implementation

Day One
A. Introduction
 Tell boys and girls good morning and that today they are going to start off with an exciting video!
o Provide students with their purpose for watching the video. Tell students watch for
examples of what wants are and what needs are
o Students watch the video, Spending and Saving
o After the video is completed, provide a minute for students to process their ideas and
thoughts
o Explain to students that they should now turn and talk about the different things they
were watching for in the video (examples of what wants are and what needs are)
o Tell students: "Great job! I heard some great things being said!"
o Have students come back together as a whole class to share out ideas
o Students can share out what they said or what their partner said if they liked what he/she
said
 Tell students how we are going to begin learning all about saving money. Explain to students to
keep the question, "Why is it important for you to save money?" in the back of their minds as we
begin with the "saving money" unit
o Provide a reminder of what money is. Also, how we have been learning more about
counting money in math class, so that will help us with learning throughout this unit
B. Development
 Call all students to the carpet
 Once all students are on the carpet explain how we are going to be reading a book today called,
Lily Learns About Wants and Needs
o Provide students the purpose for what they are listening for during the read aloud
o Tell students: "Class, while I am reading the book, I want you to all look for the wants
and needs our character asks for. Find more examples of both just like what we found in
our video earlier."
o Tell students: "Our question to keep in mind while we read is, what are the costs of wants
and needs?"
o Before reading, go over the definition of wants and needs so students are aware of what
they are to be listening for throughout the read aloud
o Write the definition on a piece of anchor chart paper so students can reference it
whenever they need
o Tell students: "Remember to keep our question in mind because you will be answering it
once we complete the read aloud."
 Do a read aloud of the book, stopping to ask students what they think about the wants and needs
the character asks for throughout the book
 When at stopping points ask/tell students things such as…
o "Lily's dad said to only spend money on things they need, so I'm thinking needs are very
important and maybe their family doesn’t have a lot of money."
o "Why do you think her dad said the raincoat was too much money so they would keep
looking?"
o "What are some wants Lily has asked for so far?"
o "Do you think Lily needs the wants she is asking for?"
 After completed with the read aloud, ask students if they remember what the term wants means
 o Students will give their definition of what a want is
o Teacher will then explain that we learned about how wants is something you wish for but
do not need in order to survive
 Teacher will then ask students if they remember what the term need means
o Students will give their definition of what a need is
o Teacher will then explain that we learned about how a need is something necessary in
order to live
 Teacher will then ask students for a few examples of both wants and needs
o Students will be given a few minutes to think back to the story
o Teacher will allow students time to turn and talk about their thoughts
o At this point the teacher will ask for a few students to share out their thoughts
o Teacher will provide examples if necessary and students need more support
 Teacher says: "Now, boys and girls we are going to begin to think about wants and needs that
different people may hope for. You are going to get into your pairs and create a collage t-chart of
wants and needs."
o Teacher will further explain the activity
o Students will be given a piece of paper which they will create a t-chart on (one side will
be wants and one side will be needs)
o Using art supplies, and magazines students will create a collage of items/objects that
would be considered to fall under each of the words
o Students will be instructed they need at least 5 wants and 5 needs
o Remind students the definitions of wants and needs can be found on the anchor chart at
the front of the classroom
 It will be explained to students that they will be using the book as an example for where to find
wants and needs. Students will be provided a set of sources as well that shows examples of
different wants and needs that students can look for
o Each pair will be provided a copy of the book Lily Learns About Wants and Needs
 Tell students to go back to their seats
 Hand out each pair a piece of paper to write their answers on as well as the set of sources for the
day
o Needs and Wants Lesson video that will be projected on smartboard for the whole class
to have access to
o Get What You Really Want picture (copy for each pair-with title and short explanation of
the picture)
o Lily Learns About Wants and Needs book (copy for each pair)
o I Really, Really Need Actual Ice Skates book (copy for each pair)
 Teacher says: "Remember what you are thinking about students. To answer the question, what are
the costs of wants and needs?"
 Provide students with time in their pairs to create their t-chart collages
 Teacher will walk around to begin assessing students while they are working in pairs using a
checklist
 Give students a warning when time is close to sharing out

C. Closure
 Tell class that they will be sharing out with the class their t-chart collages
 Going around the pairs they will all share out the wants and needs on their t-charts
o One student in the pair will explain the wants side of the t-chart
o One student in the pair will explain the needs side of the t-chart
o Students will list the wants or needs on their collage and explain why they are wants or
why they are needs
 Explain to students that people use their money to buy different wants and needs
o Further explain that there are different costs of wants and needs, so some may cost a lot
of money while some may only cost a little bit of money
 Tell students good job and that they worked well today coming up with different wants and needs
a person may want to buy
 Discuss with students how tomorrow we will be furthering our knowledge and begin talking about
why it is important for people to save money
 Collect collages (making sure names are on the back) and all sources from groups
 Use the papers to finish the checklist for evaluation of the students
Day Two
A. Introduction
 Teacher says: "Good morning boys and girls! Before we get into today’s lesson, I want you all to
take a minute and close your eyes."
 The teacher will ask students to think about the following questions while visualizing it in their
head
o Think of something you really wanted to buy. It could be something that costs a lot of
money, or something that costs not much money at all
o Were you able to buy this item that you wanted?
o Did you buy it with your own money, or did someone help you out?
o Where did this money come from?
 Teacher says: "In my head, I am thinking of the time I really wanted to buy this new pair of shoes.
They were a decent amount of money; however, I had been saving up a lot. So, because I had
saved up money, I was able to buy the new pair of shoes all on my own."
 The teacher will then give students another few minutes to think before asking them to open their
eyes
 Once students have been given the allotted time and open their eyes, students will be instructed to
turn and talk with a partner and share their thoughts and situation they were thinking of in their
head
 After students shared with partners the teacher will ask a few students to share out to the whole
class
 Teacher says: "Wow! I heard some awesome things that you guys wanted to buy. I also heard
ways you guys got the money!"
 Teacher says: "We have done so well with learning about wants and needs/why it is important for
you to save money. Today we are going to further our knowledge and begin to think about why it
is important for people to save money."
 Teacher says: "Before beginning the lesson today let's reflect on our learning so far. Thinking back
to yesterday and our terms of wants and needs can anyone remember the definitions?"
 Teacher will ask for the definition of wants
o Students will share out
o Teacher will clarify if necessary
 Teacher will ask for the definition of needs
o Students will share out
o Teacher will clarify if necessary
 Teacher will pull out the anchor chart from yesterday with both definitions and remind students
they will be available for today as well
 Teacher says: "Awesome job class! Today we are bringing all this learning together and going to
learn even more to be able to answer the question, why do people save money?"

B. Development
 Before students complete a handout, they will be asked to come to the carpet for a whole group
discussion
 The teacher will go over vocabulary to ensure students know all new words before beginning the
lesson
 Teacher says: "Okay boys and girls, we all know money is what we use to buy things, and we have
been learning all about counting money in math class. Also, we know the word buy means
purchasing something, or using money to get something you want or need. Now, we have some
new words you might come across today and those words are saving and spending."
 Teacher will ask students what they think the definition of saving is
o Students will share out
o Teacher will clarify by explaining that the definition is, the money one has collected
(usually over a long period of time)
o Teacher will write this on the anchor chart under the definitions for wants and needs
 Teacher will ask students what they think the definition of spending Is
o Students will share out
o Teacher will clarify by explaining that the definition is, paying to buy something you
want or need with money
o Teacher will write this on the anchor chart under the other definitions
  Students will be reminded that the anchor chart with all definitions will be available for reference
throughout the unit
 At this point, the teacher will explain todays lesson on the carpet before they are able to begin
o Teacher says: "Boys and girls we are now going to get into todays lesson. Today, I am
going to provide each table group a set of sources that includes pictures and a copy of the
book Bunny Money."
o Teacher will explain that these sources all provide examples of things that someone
would buy. These pictures and examples are important things to save money for in order
to buy
o Students will be instructed that they will each be given a graphic organizer to fill in using
the sources available
o Students can work and talk amongst their small table groups; however, each person is
expected to fill in a copy of the graphic organizer
 Teacher will explain the different sources for the students (including the title and short explanation
that will both be provided to students), sources are as follows
o Food picture (copy for each small group)
o House picture (copy for each small group)
o People Shopping picture (copy for each small group)
o Grocery Shopping picture (copy for each small group)
o Bunny Money book (copy for each small group)
 After all the sources have been gone over, the teacher will again prompt the question, why do
people save money
 Students will return to their seats with this question in mind
 It will be explained to students that they will now complete a graphic organizer that will be handed
out to them. Each table group will receive a set of the sources that were used today as a reference
point
 Students will also be reminded that they can reference the anchor chart with definitions
 The teacher will walk around observing students work while beginning to use the rating scale
sheet to evaluate students

C. Closure
 Once students are completed with their graphic organizer, they will hand them in
 Students will turn and talk to discuss the biggest reason they found that people save money for
 After students have reflected the teacher will ask if anyone wants to share their thinking out to the
class
 Teacher says: "Awesome job today friends. I'm loving all the learning I'm seeing going on!
Tomorrow we are going to create a 3-panel comic that will be fun to create! Don't forget to keep in
mind our question of, why is it important for you to save money?"

Day Three
A. Introduction
 Tell students: "Good morning boys and girls! Before we begin todays lesson, I want everyone to
stop for a minute to think about ways you have received or earned money in your life. Come up
with a list in your head."
o Give example of: "I have a job as a teacher, so I make money through doing a job that I
love!"
o Provide students with time to think of a short list in their head
o Have students turn and talk with a partner about their lists
 At this point, the teacher will ask for students to share out their ideas of ways they have received
or earned money
o The teacher will write all the ideas on the white board to compile a list
 Teacher says: "Awesome work coming up with a great list class!"
 Review with students what the term saving money means
o Ask students for their understanding of
o Teacher will clarify that the definition we learned yesterday is, the money one has
collected (usually over a long period of time)
 Tell students this term will be very important to keep in mind during today’s lesson
 Remind students the anchor chart with definitions is still available as well in the front of the
classroom
  Tell students: "Remember how yesterday I stated how we would be creating a 3-panel comic
today? Well, we are going to be doing that today while learning more about saving money. Today
we will be answering the question, what are some ways people save money? So, get your listening
ears on class!"

B. Development
 Teacher will provide students with instructions before letting them dive into their small group time
o Teacher will tell students they are going to be working in their small groups again today
to complete their 3-panel comic
o Using prior knowledge, the written list on the white board, and the sources from today
students will be expected to create a 3-panel comic
o The comic will have 3 panels so each of the 3 panels will provide a different way people
save money
o Students will be instructed that they are to use both illustrations and written words (so
students are expected to draw a picture identifying the ways people save money, along
with a short description/explanation of the illustrations and ways people save money)
o Teacher will demonstrate how to fold the big sheet of construction paper in three equal
sections
 Each group will be provided a set of sources as follows…
o Bank picture (copy for each group)
o Jar Filled with Money picture (copy for each group)
o Piggy Bank picture (copy for each group)
o Jobs picture (copy for each group)
o Chores picture (copy for each group)
o A Chair for My Mother book (copy for each group)
 Students will be prompted at this time to first just look through all the sources within their small
groups and discuss ways they think people save money.
o Students will be reminded to keep the question of, what are some ways people save
money in mind while continuing with the lesson
 Teacher will walk around to the groups and listen in on the conversations as well while beginning
to use the checklist for student's evaluation
 Once students have been given time to look through sources and discuss, they will be asked to
think of three ways people save money that they will use for their 3-panel comic
 Students will be instructed to have one person from each group raise their hand once they have
their ideas. Teacher will check to make sure the idea works for the given assignment
 Once students have their ideas checked, they will then be given a big sheet of construction paper
to begin their 3-panel comic
 Students will be instructed that they will have time to create their 3-panel comic before sharing out
to the whole class
 Teacher will again walk around using the same checklist to further student evaluation
 Teacher will check in with each group again to make sure that they are on the right track with their
comic
 Students will be given a time warning to wrap up their comic and get ready to present
 Instructions for the presentations will be explained
o Groups one by one will present their 3-panel comic
o Since there are three ways people save money on their comic, and three people in each
group, a different person will do each of the three ways
o All students watching will be told they are expected to pay attention and fully participate
 All groups take turns presenting
 Teacher still has the same checklist out for evaluation of students

C. Closure
 Students will all be instructed to turn and talk with their small groups about their learning from
today, and what new learning they feel they are walking away with
 The teacher will walk around and listen to students' discussions
 Teacher will then ask for each small group to have one person share out what they discussed
during this time to reflect on learning
 Teacher will then ask students to raise their hand if they either already do one of the things
discussed today to save money, of if they think they may begin to do one of the things
 o Students will raise hands
 Teacher says: "Thank you boys and girls for all of you’re amazing presentations today! Remember
on day once I asked the question, why is it important for you to save money? I want you to keep
this in mind as you leave. Thinking about if you save money, and if so, what you might be saving
for. Thank you for your hard work today friends!"

Day Four
A. Introduction
 Teacher says: "Good morning friends! I want you to look around the classroom and think about
something you may notice."
 Prompt students by saying and asking things like…
o "Do you notice anything new in the classroom?"
o "Does anything catch your eye?"
o "I think I spy something very new and it looks really interesting to me. Does anyone else
think they see what I see?"
 Provide students with a few minutes to look around and observe
 Have a few students share out what they notice in the classroom
 Teacher says: "You were right class! There is this new display of books and toys that usually isn't
in the classroom. This display is called a text set and it provides us with tons of new information!
Based on the toys you see and the book covers, does anyone have any guesses what this might
relate to?"
o Allow students time to think about the connection this has to their learning
o Provide students with time to turn and talk
o Ask a few students to share out
 Teacher says: "You were right again class! The toys and books all relate to money and more
specifically, saving money. This is what we have been learning about the last few days. Today,
you are going to be given time to explore the text set and expand your learning even more!"

B. Development
 Teacher says: "Text sets are a lot of fun to explore and have so much information in them, we can
learn a lot. However, before I explain the lesson, I want to talk about how we can respect the text
set."
 Teacher will explain the following to the students…
o We are always kind and respectful to the toys and books we get to use
o When beginning to explore you may only have one toy or book at a time, once done
exploring it you may return it and then get a new one
o At first, you will be going up table by table to reduce the chaos, however, you are still to
always remain quiet and respectful to our peers reading, as well as walking slowly
o Teacher reminds students this is a privilege so their right to do this can be taken away if
they misuse the text set, or don't follow expectations
 Teacher says: "With that being said, I know you will all be respectful and follow the
instructions/expectations. Now, I will explain what we are going to be doing today."
 Teacher will explain the following to the students…
o We have been learning about saving money, and the toys and books are going to help us
build that learning even more
o You will be given a sheet of lined paper before beginning
o When you get the toy or game you are first just to explore it
 If it is a toy, then play with it for a few minutes
 If it is a book, then read it first
o Once you have played with it or read it you are to write either what the toy is, or the title
of the book
o Next to the toy name or the title, you are to write a quick note about it. The quick notes
can be…
 Something new you learned
 Maybe something you already knew, and this gave you a good example of it
 A question this made you think of
o You will write the note to ensure that you are all reading and playing with the toys, while
building your learning of saving money
 Teacher will explain that this paper will not be collected because it is to help them grow their
 learning, however the teacher will be walking around to observe and make sure that all students
are completing what they are supposed to
 At this point the teacher will hand out sheets of lined paper to each individual while calling one
table at a time to go grab their first item
 Students will be reminded that once they complete what they are supposed to do with the item,
then they may return it and grab a new item
 Students will be given time to complete this
 Teacher will give a warning when students are to finish up with the last item, they are working
with
 Students will be given time to turn and talk with peers about what they learned, or found out while
exploring the text set
 Once students are done turning and talking, the teacher will ask students if they came up with any
questions
o The teacher will answer all questions and clarify where necessary

C. Closure
 Teacher says: "Now, boys and girls I would like some feedback on what you guys thought about
this text set. I have a short questionnaire that I would like you all to fill out."
 Teacher will hand out the questionnaire to all students and instruct them to place it on the table in
the front of the classroom when completed
 Students will be provided time to complete the questionnaire
 Once students complete the questionnaire, they will place them on the table in the front of the
classroom
 Teacher will ask students to turn and talk about what they thought about the text set overall
 Once given time to turn and talk the teacher will ask some students to share out to the whole class
 Teacher says: "Thank you boys and girls for taking the time with me today to explore the text set.
I hope you had as much fun with it as I did! Tomorrow, we will be combining all our learning
from the last four days to create a mini poster. So, I leave you with the question to keep in mind,
why is it important for you to save money?"

Day Five
A. Introduction
 Teacher says: "Good morning! I want you all to take a moment and think of something that you
wish to buy. Think of an item you really want, and then think about how you could save money in
order to buy that item."
o Students will be provided time to think about the prompt
o Students will then be provided time to turn and talk and share their ideas
o Allow a few students to share out their ideas
 Explain before we begin the fun activity, we want to review all the learning we have done the last
few days
 Teacher will ask the following questions one at a time and have students share out their answers
o "What are the costs of wants and needs?"
o "Why do people save money?"
o "What are some ways people save money?"
 Students will share out their thinking for each of the three questions and teacher will clear up any
confusions the students may have

B. Development
 Teacher says: "While we enter our last day of the saving money unit, I want everyone to keep in
mind our initial question that we began with, why is it important for you to save money?"
 Tell students: "Today you will be working independently to create a mini poster showing all the
learning you have done in the last few days! Afterwards, you will get to do a short presentation in
your small groups to see each other’s work!"
 Teacher will explain the directions
o Every student will be given a piece of big construction paper and each small table group
will be given a bin of art supplies to use for the mini poster
o Students are to neatly, and colorfully complete all given steps
o On the front of the poster…
 Explain why it is important for people to save money
  Explain why people save money (providing examples of what they may be
saving for)
 While remembering to use the terms wants and needs with explanation as well
o On the back of the poster…
 State what you would like to save for and how much you would save for it
 Also, how you would save the money for it that you need
 This will help students apply learning to the real world
 Remind students they will be using prior knowledge, as well as learned knowledge from all the
days and sources to complete this mini poster
 Also, remind students the anchor chart with vocabulary and definitions is still available in the
front of the room for a reference throughout the entire poster creating time
 Once given all the instructions students will be supplied with the appropriate materials (poster
paper, and art supplies bin for each table) and be given time to complete their own poster that they
will later get to present to their small table groups
 Students will be told this poster will be evaluated using a rubric
 The rubric will be projected on the smartboard during the creation time so students can reference it
at any point
 While creating the teacher will go around to help and answer any questions
 Students will clean up the art supplies at their table once they are complete
 Once all students are complete the teacher will explain the short presentations
o In small groups one by one each student will get a chance to explain their poster to their
peers
o It will be explained that the teacher will float around to all the groups and listen on each
student’s presentation
 During presentations, the teacher will walk around to begin evaluations while having the rubrics in
hand
 Once all presentations are complete the teacher will thank the students for their hard work and
collect the mini posters for further evaluation with the rubric at another time

C. Closure
 Students will be thanked for their hard work during these last few days
 Ask students if anyone has anything, they would like to share out
o About things they saw
o Conclusions they have come to
o Questions they might still have
 Teacher says: "I hope you take this learning with you and think of ways you can save money in the
future and why it is so important!"
 Send students away with a challenge
o Tell students you challenge them to go home and create their own piggy bank (if they
don't already have one or want a new one) out of things found around their house
 Such as; creating a piggy bank out of a cereal box, or a water jug and then
decorating It
o Further this by telling students you would like them to bring in pictures to show their
homemade piggy bank as well as share what they are saving for, and how they plan to
save that money
o Encourage the students during this time to apply their learning from the saving money
unit
 Once again thank the students for their hard work and tell them how they can take this new
knowledge with them in life and apply it to the real world

D. Accommodations / Differentiation:
 Students with limited fine motor needs may be given a device for when writing is involved or
given a partner to work with.
 ESL/ELL students may be strategically partnered up with another student whom they can work
with.
 Students who may be unable to pull out context clues from pictures can be provided a checklist of
ways to find context clues and/or a brief explanation of the picture.
 A graphic organizer for the second formative task will be provided, and students can get
scaffolded versions based on the level of support they need.
  For the culminating task students will be provided the supporting questions as prompting
questions to get their thinking started if they are stuck while debriefing on the information learned.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives:

*Note this section is completed during field placements.

1. This section is to be completed after the lesson is taught in a field classroom.

2. A report of how the students actually performed in assessment process and will address the
evaluation plan stated in the Assessment/Evaluation Plan

3. Include student performance data – may be in the form of a chart or table. Please do not include
first and last names of students, may use numbers or initials.

B. Personal Reflection:
**Note – Lesson Design questions for lesson plan study only [see lesson plan study protocol for
examples]

1.Teacher-focused open-ended questions written before lesson is taught.

 Did the tasks effectively evaluate students understanding of the material taught?
 Were the sources appropriate for the grade level, were they able to gather the necessary
material from them?
 Did the hooks engage the students and get them interested in the lesson?
 Was the amount of allotted days not enough/too many? Or did the amount of days’ work out?
 Is there anything I would change if I were to teach this lesson in the future?

2. Reflective narrative response to questions recorded after lesson is taught.

VI. Resources (APA Reference List)

References

Alamay. (2016). Food Cartoon. (Image). Retrieved from

https://www.alamy.com/stock-photo-bbq-food-cartoon-vectors-144438761.html

Alamay. (2016). People Working Different Jobs. (Image). Retrieved from

https://www.alamy.com/people-working-different-jobs-illustration-image223431934.html

Brain Pop Jr. Saving and Spending (Video). Retrieved from Brain Pop Jr,
https://jr.brainpop.com/socialstudies/economics/savingandspending/

Bullard, L., (2013). Lily Learns About Wants and Needs.: Millbrook Press TM.

Business Insider. (2019). What the Average Person Spends on Groceries. (Image). Retrieved from
https://www.businessinsider.com/what-people-spend-annually-on-groceries-in-every-state-2019-7

Child, L., (2010). Charlie and Lola: I Really, Really Need Actual Ice Skates.: Dial Books.

Economic Times. (2019). India Bank Crisis. (Image). Retrieved from

https://economictimes.indiatimes.com/industry/banking/finance/banking/at-rs-1-lakh-indias-bank-deposit-
insurance-lowest-in-world/articleshow/71487589.cms?from=mdr

Fashionista. (2017). Prepare for Shopping. (Image). Retrieved from

https://fashionista.com/2017/11/black-friday-shopping-tips-2017
Good House Keeping. (2019). Household Chores. (Image). Retrieved from
https://www.goodhousekeeping.com/uk/house-and-home/declutter-your-home/a559397/household-chore-
burns-most-calories/

Heather Harmon. Needs and Wants Lesson. Retrieved from YouTube,

https://www.youtube.com/watch?v=Okczqyr5TII

Money Munch Kids. (2018). Piggy Banks. (Image). Retrieved from

https://www.moneymunchkids.com/piggy-banks-an-outdated-way-for-kids-to-save/

Png Tree. (2017). Cartoon House. (Image). Retrieved from

https://pngtree.com/freepng/house-vector-illustration-isolated-on-white-background-house-cartoon-house-
clip-art_5261981.html

Safe Bee. (2015). Money Tips. (Image). Retrieved from

http://www.safebee.com/money/money-tips-millennials-old-pro

U. S. Treasury Dept. (1919) Get what you really want! (Image). Retrieved from
https://www.loc.gov/item/rbpe.2420030b/

Wells, R., (1997). Bunny Money. Pennsylvania: HarperCollins.

Williams, V., (1982). A Chair for My Mother. United States: Scholastic Corporation.

Appendix

 IDM Blueprint
 Sources
 Day 1 Checklist
 Day 2 Graphic Organizer
 Day 2 Rating Scale
 Day 3 Checklist
 Day 4 Rubric
 Inquiry Design Model (IDM) Blueprint™

Compelling 2
Question Why is it important for you to save money?

1a
D2.Eco.10.K-2. Explain why people save.
Theme 7: Production, Distribution, and Consumption

Standard - CC.1.4.2.A
Content Angle
-Theme/Standard(s Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
)
Standard - CC.1.4.2.W
Recall information from experiences or gather information from provided sources to answer a question.
Standard - CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger groups.

Staging the 7
Question/Hook
Show the YouTube video: Spending and Saving from Brain Pop Jr.
Students will all watch the video to initially hook them into the lesson. Afterwards students will have a
minute to process what they just watched before turning and talking to their small group. Students will
discuss in their small groups the different things they saw in the video, and things that were talked about.
 There is no right or wrong answer at this point, students are just sharing what stood out to them pertaining
to saving money.

Supporting Question 1 Supporting Question 2 Supporting Question 3

4 4 4
What are the costs of wants and needs? Why do people save money? What are some ways people save money?

Formative Performance Task Formative Performance Task Formative Performance Task

6 6 6
After a read aloud and exploring different Examine sources and record ideas about In small groups students collect ideas
sources students will create a t-chart why it is important for people to save based on prior knowledge, and sources
collage of wants and needs, including money in a graphic organizer. evaluated from all days. Students then
costs. This will be done in pairs, then Additionally, why/what people may be complete a 3-panel comic showing
students will share out to the whole class. saving money for. ways people save money.

Featured Sources Featured Sources Featured Sources

5 5 5
Source A: book Lily Learns About Wants Source A: image Food Source A: book A Chair for My
and Needs by Lisa Bullard Mother by Vera Williams
Source B: image House
Source B: video Needs and Wants Lesson Source B: image Bank
Source C: image People Shopping
Source C: image Get What You Really Source C: image Jar Filled with Money
Source D: image Grocery Shopping
Want
Source D: image Piggy Bank
Source E: book Bunny Money by
Source D: book Charlie and Lola: I Really,
Rosemary Wells Source E: image Jobs
Really Need Actual Ice Skates by Lauren
Child Source F: image Chores

3a
Why is it important for you to save money? Students will apply their learning and use all
sources from within the days to answer the question. Independently students will create a
Argument mini poster explaining why it is important for people to save money. Additionally. Explain
Culminating why people save money along with examples of what they may be saving for, while
remembering to use the terms wants and needs. Lastly, make a connection to the real world
Performance Task by applying their learning and stating what they want to save for and how they will save for
it.

8 optional
Extension
 Understand:

Taking Informed
Assess:
Action

Act:
 What’s Your Content Angle?

1b

 Students learning why people save money

 The different ways people save money
 What wants are
 What needs are
 The idea that wants and needs cost money
 Showing why it is important to save money

The book, A Chair for My Mother by Vera Williams provides the theme of saving money, and additionally why/how
people save money. In the story, a young girl explains the story of a fire that destroyed everything her mother,
grandmother, and her had. The family was able to get a new home; however, it was very empty because all they had in the
new home was what little was gifted to them by others. The young girl explains how they have a jar where the family is
filling up coins to get a new, comfy chair. The mom brings home change from her tips at work, and the daughter does little
chores at the diner her mom works at and adds the coins to the jar as well. This book shows how an individual can save
money from work, chores and put the money into a jar to save over time. In this story, the family wanted a chair which
shows just one of the many things a person may save money for.

The inquiry will include instructional activities in which students will gather information from the sources provided to
learn more about saving money. Not only will students learn wants/needs and why it is important to save money, but also
ways people can save money.

List Your Argument Stems

3b

Why is it important for you to save money?

1. When people begin to save money the idea of wants and needs comes to mind. After reading through the books,
watching the video, and examining pictures I am gaining a better understanding of wants and needs. I know that
wants are stuff that I would like to have but it is not essential to my life. Wants are things such as; a new ball, bike,
candy, coloring book, and much more. I also now know that needs are stuff that is essential to my life, and I need
them in order to live. Needs are things such as; housing, food, water, some clothing, and much more. I think that
people do save money so that they can have their needs, but also some of the wants that they wish for.
2. After looking through all the pictures and the book I think I have a good idea on why it is important for people to
save money. There were pictures of people shopping for stuff, grocery shopping, pictures of food, and even a
house. I believe that these are all things that are important for people to save up for and have in their lives. A home
and food are something that every single person needs, and it is important to them. I think it is important for people
to have our own wants and needs filled. Also, be able to buy gifts for others with our saved money like in the book.
3. I think that there are many ways people can save money. In the book and a few pictures people save money by
filling up a jar of money or a piggy bank. These things I think are meant to be filled up slowly over time so
someone4 can save a lot for something they really want. Also, there were pictures of a bank and jobs. A lot of
people have jobs or do chores to help themselves save up money. Some people store their money in a bank instead
of a jar if they have a lot. From these sources I learned a lot about different ways people save money.
Day 1 Sources (title and/or explanation will be provided with the pictures for the students)

Title: Get What You Really Want!

Explanation: A poster that is talking about
saving money to get what you want.
Day 2 Sources (title and/or explanation will be provided with the pictures for the students)

Title: Food
Explanation: Different foods that your
family might buy to eat.

Title: House
Explanation: A home is somewhere
people live and must be paid for.

Title: People Shopping

Explanation: People have bags in their
hands and are shopping to buy different
things they want.

Title: Person Grocery Shopping

Explanation: A person is shopping for
groceries and getting food that they need
in order to eat.
Day 3 Sources (title and/or explanation will be provided with the pictures for the students)

Title: Bank
Explanation: A building/place where
people can store their money to save it up.

Title: Jars Filled with Money

Explanation: Three jars showing over
time how someone saved money (coins)
in the jar.

Title: Piggy Bank

Explanation: A piggy bank is another
place where people can put coins to save
money.

Title: Different Jobs

Explanation: Here are a bunch of different
possible jobs that people may have so that
they can save up money.
 Title: Chores
Explanation: Here are a bunch of different
possible chores that people and children
sometimes may do so that they can save
up money.

Day 1 Checklist

Student Name Participation in Pairs Presentation Apply Learning Comments

(collaborated to (is engaged and (is picking appropriate
provide ideas to their sharing out their wants and needs
partner when creating groups work to the (people save money)
the t-chart collage of whole class for each
wants and needs by discussion when they category/ability to
recalling information come back together- explain why it goes
from the sources) they either share all 5 within that category)
wants or all 5 needs)

 Check is given for student successfully participating/applying the learning

 Minus is given for student not successfully participating/applying the learning
 Provide specific things the student shares as well
Day 2 Graphic Organizer

Student Name: _____________________

Why do people save money?

It is important for people to save money because

__________________________________________________________
__________________________________________________________
__________________________________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________.
________________________________________________________
People may save money because
__________________________________________________________
__________________________________________________________
__________________________________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________.

People may save money for… (list at least 4 different things-label as wants or needs)
__________________________________________________________
__________________________________________________________
__________________________________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________.
________________________________________________________
Day 2 Rating Scale

Student Name Completed Handout Comments

 3: Student was able to identify and explain why it is important for people to save money as well as identify
and explain why people save money. Additionally, student identified 4 things that a person may save
money for. Student used appropriate terminology of wants and needs when labeling
 2: Student was able to identify but not explain why it is important for people to save money as well as able
to identify but not explain why people save money. Additionally, student identified 2-4 things that a person
may save money for. Student was not able to use appropriate terminology of wants and needs when
labeling
 1: Student was not able to identify or explain why it is important for people to save money as well as not
able to identify or explain why people save money. Additionally, student could identify a few things that a
person may save money for. Student did not use appropriate terminology of wants and needs when labeling
Day 3 Checklist

Student Name Participation in Presentation Apply Learning Comments

Group (is engaged and (is picking appropriate
(collaborates to sharing out their ways people save
provide ideas and groups work to the money to add to their
thoughts to their small whole class 3-panel comic, uses
group when coming up discussion when they both illustrations and
with ideas of how come back together- written explanations)
people save money- share out one of the
when recalling ways to save money
information from and explain)
various sources)

 Check is given for student successfully participating/applying the learning

 Minus is given for student not successfully participating/applying the learning
 Provide specific things the student shares as well
Day 4 Rubric

Criteria 3 2 1 0
Student have all Student have most Student had very Student did not
Requirements necessary parts for necessary parts of minimal complete any part of
(on poster) the poster which are the poster included. requirements on the the assignment and
the following; There are a few bits poster. The lack of therefore did not
explaining why it is missing, or not done requirements made it prove their learning
important for people to the appropriate hard to assess if the or application of any
to save money, level. Students have student was of the content taught
explanation of why some wants/needs appropriately throughout the unit.
people save money and terminology applying the content
along with 3 included that they that had been gone
examples of what learned throughout over and learned.
people may be the entire unit. Students had very
saving for, and Students use most of few wants/needs and
making a connection the learned content terminology
to the real world by accurately and have included that they
applying their most mastered the learned throughout
learning and stating given content. the entire unit. What
what they would like work was done did
to save for/how they not fully and
will save for it. All accurately show the
parts include student mastered the
wants/needs and given content.
terminology learned
throughout the entire
unit. Students use all
the learned content
accurately and have
fully mastered the
given content.
Student put full Student for the most Student put very Student put no effort
Creativity effort into their part put effort into minimal effort into into the poster
(with poster) poster. They used the creative aspect of the poster. They did whatsoever. They
colors and wrote it this poster. Student not use colors and it did not use colors
neatly knowing that was creative and was not neatly done. and did not do the
others were going to neat when writings neatly.
see their work. It completing the
was exceptionally poster but not to the
done. level for a 3.
Student fully Student engaged for Student engaged in Student did not
Participation engaged in the short the most part. They one part of the engage in any part of
(in short presentations did engage in both presentations. They the presentations.
presentations) meaning parts of the either presented, or Since the student did
collaborating in collaborative watched other not join in any part
thoughtful presentations presenters, but did of the collaborative
conversation with however, not to the not do both. presentation the
peers. They both extent that was Meaning the student student did not
presented their expected. Student only joined in the receive points.
poster and were fully did not hold collaborative Student did not join
engaged when other meaningful presentation during in thoughtful
presenters were conversation. one aspect, not both conversation,
going. aspects which was therefore were not
the expectation. participating.
 Bibliography

 Adler, D., (2009). Money Madness. Malaysia: Holiday House.

Genre/form: fiction
Suggested grade level: 3-5

 Boelts, M., (2007). Those Shoes. China: Candlewick Press.

Genre/form: fiction
Suggested grade level: K-2

 Bullard, L., (2013). Lily Learns About Wants and Needs.: Millbrook Press TM.

Genre/form: nonfiction
Suggested grade level: K-2

 Child, L., (2010). Charlie and Lola: I Really, Really Need Actual Ice Skates.: Dial Books.

Genre/form: fiction
Suggested grade level: K-1

 Greenleaf, C., (2018). Give, Save, and Spend with the Three Little Pigs. Austin, TX: Pigs and Bricks.

Genre/form: nonfiction
Suggested grade level: PreK-1
 Hoban, L., (1981). Arthur's Funny Money. United States: HarperCollins.

Genre/form: fiction
Suggested grade level: K-3

 Mollel, T., (1999). My Rows and Piles of Coins. Singapore: Clarion Books.

Genre/form: fiction
Suggested grade level: PreK-3

 Parish, H., (2013). Amelia Bedelia Means Business. New York: Greenwillow Books.

Genre/form: fiction
Suggested grade level: 2-5

 Schwartz, D., (1989). If You Made a Million. China: HarperCollins.

Genre/form: nonfiction
Suggested grade level: PreK-3

 Trapani, I., (1997). How Much Is That Doggie in the Window? Korea: Charlesbridge.

Genre/form: fiction
Suggested grade level: Prek-2
 Wells, R., (1997). Bunny Money. Pennsylvania: HarperCollins.

Genre/form: fiction
Suggested grade level: K-2

 Williams, V., (1982). A Chair for My Mother. United States: Scholastic Corporation.

Genre/form: fiction
Suggested grade level: 1-2

 Pictures from all three days of exploring with sources will be used as well (the pictures are above with
titles, and the APA citations are all above as well)

 Allowance board game

 Fake money "play money" (both dollars and coins)

 Wants and needs sorting game

 Piggy bank
 Toy cash register

Critical Reviews
Title: Those Shoes
Author: Maribeth Boelts
Illustrator: Noah Z. Jones
Genre and form: fiction

Critique:

This book is told from the point of view of a young boy named
Jeremy. All he wants is a new pair of shoes that everyone at school is
currently wearing too. Jeremy and his family do not have enough money to
buy anything they want. Through this book Jeremy learns the different between a want a need with help from his
Grandmother. Jeremy realizes that a "want" is just something that he would like to have but aren't necessary, while a
"need" is something that is necessary to have in life. Nearing the end of the story, Jeremy realizes he doesn't need
everything he wants in life to be happy, because he is already happy enough with everything he does have.
This book teaches kids a great lesson, while doing so with an engaging story that would hold everyone’s
attention. Throughout the book it dives into what the difference between a want and a need is. This gives students a
real-life example to go of off. It also provides a good visualization of wants and needs which will help when diving
deeper into the economics lesson. The book gives students a question they want answered by the end, the question of
will Jeremy get his shoes or what will happen with him. Having this question will ensure students are fully engaged
throughout the entire book.

Title: Lily Learns about Wants and Needs

Author: Lisa Bullard
Illustrator: Christine M. Schneider
Genre and form: nonfiction

Critique:

Lily and her father are going into town to do some shopping. Her Dad
is using his money wisely and only getting "needs" or things they absolutely
need. Lily on the other hand wants everything she sees even if she does not
necessarily need it. Lily wants a new raincoat, bike, an ice cream cone and
much more. When it came time for her to ask about buying the raincoat, her
Dad said it was a need but not that specific raincoat because it was too much money to spend on a raincoat and they
did not have that much money. Lily learns the lesson of not being able to have anything you want. Also, learning
that some things you need, and they must prioritize first, and then sometimes you can get what you want too.
Throughout this book Lily learns about the differences between wants and needs. However, her learning
does not stop there, she even learns that sometimes when you buy all your needs and they are all met, you can
sometimes afford to buy a want. Students will learn that working hard gets you your needs and sometimes your
wants as well. This family does not have much money to go around, but they make It work, and all end up happy in
the end. This book will teach the importance of saving money and economics, as well as the importance of family
and being happy with what you can have, knowing you can always save for the future.

Title: Amelia Bedelia Means Business

Author: Herman Parish
Illustrator: Lynne Avril
Genre and form: fiction

Critique:

Amelia Bedelia really wants a new bike in this book. After discussing with her
parents, they agree to split the cost of the bike with her, however, that still leaves a lot of
money for Amelia to save up all on her own. She learns a bike is not cheap the hard way. Throughout the book, it
shows Amelia going through the process of quickly trying to make the money so that she can get the new bike with
the help of her parents. If any students have previously read any Amelia Bedelia books then they know that Amelia
always works hard to get the job done, and this book is no exception.
 Kids will love this silly and fast-paced book, it helps keep student’s attention and engage them all the way
throughout the book. Students will learn that in many cases just like with Amelia you have to work hard to make
money and get what you want. Amelia had her parents split the cost of the bike with her, however, she still has a lot
of money to save up. Students will get to see the way Amelia tries to save up the money that is necessary for her
new bike. Saving money is a key concept all students must know, and this book helps to introduce it in a fun, and
silly way.

Title: How Much Is That Doggie in the Window?

Author: Iza Trapani
Illustrator: Iza Trapani
Genre and form: fiction

Critique:

This book follows a young boy who one day passes by a pet store and sees
a dog in the window that he really wants. After going inside, he realizes the dog is
sixty dollars and the owner was even willing to take off another five dollars,
however it was still too much for him to afford. There are other pets the boy could
get, but he realizes he only wants the dog in the window. The young boy begins on
an adventure to make the money he needs to buy the dog that he wants. In the end, he comes up with less money
than he began with. After going to say hello to the dog in the window, he sees it is gone. Only to realize later that his
Dad bought the dog for him. The young boy was a good son and was always willing to help others, so his reward
was the dog that he wants so badly.
Throughout this book students will learn the process and struggle of saving money for something that you
really want. This will help students learn the importance of saving money, and how we all need to be able to save
money to be able to get all the wants that we have in life. Students will learn this through reading about a young boy
going through a real-life situation. Saving money is an important aspect to grasp and this book will help provide
students the a visual. Additionally, students will learn that money is not always everything. The young boy did not
end up making enough money in the end. However, he worked hard and that did not go unnoticed. His father saw all
the hard working his son was trying to accomplish and decided to reward him. Students learn that money is
important to get what we want sometimes, however there is more to life than just money.

Title: A Chair for My Mother

Author: Vera B. Williams
Illustrator: Vera B. Williams
Genre and form: fiction

Critique:

This book follows a family and their story of life after facing the
challenge of coping after a house fire. The family knew they would be okay
because they had each other and that is all that mattered to them. Plus, after
getting a new place, many family members and neighbors chipped in and gave the family new furniture and stuff
that they would need, since they had lost everything. However, there was one thing that was still missing, a comfy
chair for the family to rest in. The family began to collect a giant jar filled with coins. The mother would put her tips
from work in the jar, the grandmother would ass her lose change, and the daughter would do extra chores at the
diner her mom worked at. The whole fam chipped in to fill that jar, and once it was filled the family went out
together to buy a new comfy chair for their house.
Throughout the book, the students will learn all about what it takes to save money. Everyone in this book
worked together to save up money for something special to them. The family knew they needed money for food, so
they saved this money specifically for what they wanted. So, not only does it show students that saving up for
something you really want is important, but it also teaches some of the ways to make money. The family worked,
completed chores, and then saved money up in a change jar. Over an extended period, the family saved enough
money. This will teacher students not only how to save money, but also how to work together to accomplish what
you want.
 Text Set Visual

My text set had a total of 12 books, several pictures (that were used within the days for exploration, and
even a few play toy items were included. These would all be provided for students to explore and engage with to
learn even more about economics, and more specifically saving money. If I had gotten the opportunity to display
this text set in the classroom, I would have created a trifold visual and put it on the side table where I primarily
stayed during my time in placement. This would have put the trifold in a place that was easily accessible to all the
students in the classroom. The text set is based on saving money and has books/sources that connect to all the
questions that were posed throughout the unit. Sources pertaining to wants/needs, why people save money/the
importance, and even ways people save money is all included within this text set.
On the center of the trifold, I would put the compelling question, why is it important for you to save money,
in big bold words so it was viewable from all points in the classroom. I would use a white trifold, and use shades of
green for decoration and writing, to tie in the idea of money. On the trifold, I would paste all the pictures that were
available within the text set, however, I would also have a laminated copy for students to take back to their desks to
further explore the pictures. Within the pictures there are ones representing how people save money which includes.
a bank, piggy bank, jar of money, jobs, and chores. Also, pictures of what people buy with their money which
includes, food, a house, and clothes. All these pictures represent different things the students will learn about within
the lesson.
Within the trifold, all the pictures will be labeled, and a short explanation will be provided if the teacher
thinks students may need more support with pulling context clues from the picture. The display will be interactive
by providing toy/play items for the students to explore. Students will be provided with fake money as well as a toy
cash register to further the concept of buying items from a store. Also, a piggy bank to help ensure the concept of
saving money is learned. Lastly, two board games were found that were included in the text set. One game was
sorting wants and needs, while the other was about saving money.

Student Response

For my student response sheet, I created a simple questionnaire for the students to complete. All the
questions are short answered or simple yes or no questions for the students to answer. The questionnaire will be
handed out at the end of the exploration of the text set.

Student Response
Name: ________________________________________

1. Was the text set interesting for you to explore? circle one

Yes or No

2. Did you enjoy reading the books and looking through the other sources?
circle one

Yes or No

3. Pick your favorite source from this text set and write what it was. Then,
explain why it was your favorite and what you learned from it?
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4. Did the text set and display help you learn more about saving money? circle
one and then explain your reasoning

Yes or No

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