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Instruction Lesson Plan Template


Grade Level/Subject: 4th, Social
Central Focus: Spending and savings affects how people use
Studies
their money.
Essential Standard/Common Core Objective: 4.E.2.1- Explain how
personal financial decisions such as spending, saving and paying
Date submitted: Date taught:
taxes can positively and/or negatively affect everyday life.
Daily Lesson Objective: Students will be able to discuss as well as be able to reproduce how to fill out a
check and a balance book, which reinforces the idea of spending and saving money.
21st Century Skills: Life and career
Academic Language Demand (Language Function and
skills
Vocabulary): Checks, balance sheet, deposit ticket, check book,
money, bank, savings, spending
Prior Knowledge: Students should be able to apply the concept of wants and needs. They should also be
able demonstrate community responsibilities such as having a job, paying bills, etc., which would call for
them to need to know how to manage their money.

Activity

1. Focus and Review

2. Statement of
Objective
For Student

3. Teacher Input

Description of Activities and Setting

Time

Have the class participate in a game that uses vocab such as:
transaction, deposit, withdrawal, balance, check, deposit ticket, and
check number. Vocabulary words and their definitions will be
printed out and each table group will have to unscramble the
definitions and match them to their appropriate word. I will come
10 min.
by and check each table group. This will activate the prior
knowledge because students should be familiar with these terms
and these terms will be used today as we go over how to properly
manage money.
Today you are going to learn how to fill out a check and a balance
book, which demonstrates spending and saving money.
1 min.
First write on the board the initial amount that students are getting
paid ($200). This way the teacher can demonstrate how to fill out
a deposit ticket for students to see, and this also gives students an
amount of money that they have to spend later on in the lesson
when they are learning how to write checks. Students will also
record this deposit on to their balance sheets when they learn how
to fill these out. Pull up on the SmartBoard a blank deposit ticket
and demonstrate to students how the information from the $200
10 min.
that they got paid, fits into the information on the deposit ticket.
Show students how to deposit this $200 using the deposit ticket.

Make sure to show students how you can also make multiple
deposits if you had a cash payment in addition to a check to deposit.
Add up the subtotal and then the net deposit. Make sure to tell
students that the date and signature also needs to be included onto

the deposit ticket. Students will record the deposit ticket deposit
onto their own balance sheets, during the guided practice.

Pull up the balance sheet on the SmartBoard and show students
some of the things that it lists. Then, pull up a check on the
SmartBoard and practice writing it for the class to see. Use one of
the payments from the balance sheet so that students can make the
connection between the checks and the balance sheet
Next, show students a different check than the one just filled out in
teacher input that has already been filled out (and also correlates to
the balance sheet). Pull up an empty balance sheet and ask students
if they can help you to fill in the new check along with the check
that the teacher just wrote during the teacher input, into the
balance sheet. Call on students for each part of the balance sheet
and let them tell you what information goes where, so that they can
4. Guided Practice
see the relationship between the information on the check and
7 min.
where it fits into the information on the balance sheet. You may
need to help students or point out the difference between a
payment and a deposit. A payment is like writing a check or taking
money out of your account where a deposit is very important to
remember that you are putting more money into your account. You
can also point out that the check number needs to be included into
the balance sheet.
Students will explore filling out their own checkbooks by receiving
a check, balance sheet, and deposit ticket template that they must
fill out with accurate information. Students should make sure that
5. Independent
what they write their check for, is also what they fill into their
15 min.
Practice
balance book. Their deposit ticket should include the initial amount
that they got paid to their accounts to even be able to write a
check. Students will need to show that they understand what the
information is for each the check, balance sheet, and deposit slip.
Students will demonstrate this concept when they successfully complete filling
out their check, balance sheet and deposit ticket, with accuracy. They must put
6. Assessment Methods the correct information into each section of the check, balance sheet or deposit
of
ticket. This will show they can identify what each function as and how to
all objectives/skills: properly manage money through each of these means. Out of the 3 documents,
at least 2 need to be correctly filled out with minor mistakes to prove
understanding.
End by asking students what type of things they chose to spend
their money on when they wrote checks. Pass out a sticky note to
each student to serve as an exit ticket. Ask students what are some
7. Closure
things that you have to spend money on and what are things that
5-7 min.
you might just want to buy for fun. (They should answer both of
those questions on their sticky note) Briefly talk about how even
though we have learned how to write checks and fill out our

balance sheets, we still need to keep in mind that it is best to mostly


buy things that you absolutely need, before buying things that you
want. End by letting them know that it might be easy to them to
spend the money now that they know what to do, but it has an
impact on your bank account and is taking money that you earned
away.
Out of the 23 students, 12 were present for the entire lesson. We ran out of
time so my CT told me just to omit the deposit ticket part. Therefore we only
8. Assessment Results actually went over checks and balance sheets, which students did very well
of
with. 10 students correctly filled out both and 2 students filled just the check
all objectives/skills: and did not complete the balance sheet. I considered this pretty good and
would probably have just gone back and scaffold the 2 students learning rather
than doing a whole class re-engagement lesson.
Targeted Students
Student/Small Group Modifications/Accommodations:
Modifications/Accommodations: None in my
Advanced Students: For advanced students I would ask
clinical classroom
them to practice this concept by going on a pretend
shopping trip and recording their purchases using the
three materials that we learned about today (check,
deposit ticket, balance sheet). I would give students
$100 and then give them a local ad to a supermarket. I
would let students know of the importance of
budgeting and ask them to plan out a shopping trip
that can cover their expenses for 5 days. They should
deposit the $100 into their account with a deposit
ticket, so they can go shopping. They should record
their results in their balance sheet from the shopping
trip, and they should write a check to the store. This
activity provides more emphasis on the context of
these concepts and allows advanced students to begin
applying this knowledge to real-word situations.

Materials/Technology:
SmartBoard that contains example images of a check, deposit ticket and balance sheet. JA BizTown
workbook has these examples. Example balance sheet, to show students how to write their checks

References: http://eled3223s15.wikispaces.com/Artifact+Analysis (ELED 3223 Artifact analysis group-


balance sheet), Junior Achievement (Lesson Plan idea)

Reflection on lesson:

This lesson was one of my easiest lessons to do because for the most part my teacher already had what
she wanted to be taught to the students. In my school, Junior Achievement is used for the 4th graders and
after they complete this they exercise what they know with a program called JBizTown, in which students
are assigned a job. I tried to incorporate some original ideas but for the most part, at this school, if social
studies is taught, it is taught by a book from a program (Junior Achievement). I was still happy to see that
my clinical teacher was willing to let me teach a social studies lesson.

The kids had prior knowledge of wants and needs, and they had been given a blank check to play around
with. Some of them had gone home and asked their parents about it and those students were very
familiar with the activity from my lesson. Unfortunately due to groups of students being pulled out of the
classroom for modified learning, we only had 12 of the 23 students within the class, that were present for
the entirety of the lesson. Before I began teaching my lesson my clinical teacher let me know that we
were running behind and asked that I omit writing deposit tickets for another time. This made me
nervous because I was nervous about sticking to my lesson plans but only using specific pieces of it.
Nonetheless I was easily about to complete the lesson plan and I was impressed with how engaged
students were. The concept of money seemed to be a huge question mark to them and I made sure to
explain to my students that when you write a check, this money is coming out of your account. Something
that I felt went really well, is explaining these kinds of questions and concepts to my students. My clinical
teacher told me after the lesson that she thought I was able to explain these difficult ideas about money
in the bank account, exceptionally well, as she says that these questions are often times really difficult to
answer.

Something that I would have done differently if I could would be to allow more time for my lesson to
have unfolded. I feel that the students really found interest in the subject and they were really unfolding
their thinking about spending money, which I would have loved to, taken some extra time to be able to
facilitate. Fortunately, the JBizTown field trip was in two days, so students got the chance to apply this
newly learnt knowledge. Im not surprised that time was the biggest constraint of the lesson because it
seems to be a common trend that social studies is often times completely taken out of the elementary
school classroom.

Overall my social studies lesson was one of my least favorite but at the same time one of my easiest. It
was not one of my favorites because I didnt feel like I really had much of a creative aspect of creating the
lesson. However it was one of my easiest lessons because the kids loved the subject of money and the
program actually provided me with a lot of structure as well. If I had the chance to do it again I would
wait until the whole class was back, so that they could all be included into the conversation, which again,
was the best part of the lesson!

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