Social Studies Lesson Plan Template

Group Members/Group Name: Perri Arens & Amanda Carlson

Thematic Unit Theme/Title/Grade Level: Production, Distribution and Consumption; Economics; 4th Grade
Group Wiki space address: _______________________________________________________
Daily Lesson Plan Day/Title: Earning an Income and Finding a Job
Lesson Length (ie. 30 minutes): 45 minutes 1 hour
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Elementary students should begin to understand where money comes from and what is involved in earning money, as they
grow older. As some of them might be at the age of receiving allowance, it is important for them to develop an understanding
of other ways to earn money.

The student will identifymethodsforgettingmoney;explainwhattodowhentheyfindmoneyandotherthingsthatbelong

tosomeoneelse;distinguishbetweenearnedandunearnedincome;createaplanforearningextramoney;conductasurvey
tolearnmoreabouttypicalallowancesprovidedtopeopletheirage.

NCSSTheme:Production, Distribution and Consumption

SS.4.FL.1.2:Peopleearnanincomewhentheyarehiredbyanemployertoworkatajob.
Explainwhyemployersarewillingtopaypeopletodotheirwork.
LAFS.4.L.3.6:Acquireanduseaccuratelygeneralacademicanddomainspecificwordsandphrasesasfoundingradelevel
appropriatetexts,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,wildlife,conservation,and
endangeredwhendiscussinganimalpreservation).
LAFS.4.SL.1.1:Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)with
diversepartnersongrade4topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a.

Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationand
otherinformationknownaboutthetopictoexploreideasunderdiscussion.

b.

Followagreeduponrulesfordiscussionsandcarryoutassignedroles.

c.

Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmakecommentsthatcontributeto
thediscussionandlinktotheremarksofothers.

d.

Reviewthekeyideasexpressedandexplaintheirownideasandunderstandinginlightofthediscussion.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

To introduce the lesson, I will ask the pre-assessment questions. After Ive heard their answers, I will say, Chances are, you
guys know that money doesnt grow on trees. There are a few ways of getting money: you can find it, win it, receive it as a
gift, and earn it. I will then transition into asking questions, which the students can discuss in groups and then with the class
as whole. These questions include: How many people do you know who have won money in a contest or by gambling? Do
you know anyone who has lost money by gambling?; Why do you think newspapers and television reporters make a big deal
when someone wins a lot of money in a lottery or contest?; If you found a wallet or money, how could you find the owner?;
When is it okay to keep money found?; On what special occasions do people get money as a gift?; Based on the different
ways of getting money that we have talked about, How do most people get their money? I will then give the students a
worksheet to answer questions about how they earn money, specifically through allowance. We will then go over the article:
Give em an Allowance from http://www.kidsmoney.org/allart.htm#Fea1. After giving the students time to individually
answer the questions on the worksheet, I will have them discuss in groups about whether or not they receive allowance and
what they are required to do in order to receive it. As a class, we will then discuss how our class allowances are different than
those shared in the article Give em an Allowance. I will then ask, what might explain these differences and have a quick
class discussion. From here, I will introduce that getting an allowance or earning money normally means you are working for
it. One might consider your chores to be your job! A job is what allows you to earn money. You work hard each day and get
rewarded by getting a paycheck, which is your INCOME. I will ask the students what they would do if their work or chores
became too hard or they had too much of them to do. If I am not getting the answer I was looking for, I will spark the
conversation by saying, Would you ask your sibling or someone else you live with for help? You would have to pay them
for helping you though! Bosses and managers do this all the time in the real world. They hire people to work for them to do
the work when it becomes more than they can handle. I will ask the students if any of their parents are in a management
position. If so, I will ask if they think that they hired people to help them do their job. If time allots, I will have the students
discuss their parents or grandparents job in small groups. We will then move into our next activity, which focuses on earning
an income. I will show the students the slideshow from
http://www.umsl.edu/~wpockets/Clubhouse/library/HeatherLearnsAboutEarning/01.htm and read it aloud for them.
Throughout the slideshow I will stop and focus on key vocabulary words like income and have them write them down in
their social studies notebook. The slideshow introduces a quiz from
http://www.econedlink.org/lessons/docs_lessons/475_evaluation12.pdf at the end that I will have my students do individually
using their social studies notebook for reference. After finishing the quiz, I will collect them and have the students write in
their notebook ways that they could earn an income of their own (lemonade stand, a business idea, chores that they do not
already do, etc.). This will be used as a reference in a lesson further in the week when we discuss making business of their
own.
Materials: Science notebook, computer/smartboard, white board, worksheets
Resources:
Heather Learns about Earning | Page 1. (n.d.). Retrieved June 21, 2015 from
http://www.umsl.edu/~wpockets/Clubhouse/library/HeatherLearnsAboutEarning/01.htm
Kids Money for Parents Allowance Articles. (n.d.). Retrieved June 21, 2015 from
http://www.kidsmoney.org/allart.htm#Fea1
Money Doesnt Grow on Trees. (n.d.). Retrieved June 21, 2015 from
http://www.econedlink.org/lessons/docs_lessons/475_evaluation12.pdf
Inspired by the lesson Money Doesnt Grow on Trees by Patricia Bonner
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: Prior to beginning the lesson, I was ask the students what are ways people get money? I will
also ask if any of my students have ways that they currently earn money (allowance, babysitting, etc). This will show me
whether or not my students understand the idea of earning, giving, finding or winning money.
Unit Post-Assessment: I will grade the quizzes from the slideshow for vocabulary understanding (link above). I will
also look in their social studies notebook to see if they have correctly written down the definitions and come up with a few
different ideas for a business idea or a way to earn an income of their own.
Daily Lesson Plan Assessment: Throughout the lesson I will ask the students to give 2 thumbs up if they 100% understand, 1
thumb up if they mostly understand, a thumb sideways if they are iffy, & a thumb down if they are still confused.

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

ESOL/LD: I will write on the board the definitions of each vocabulary word that they are required to include in their social
studies notebook. I will also model each activity that I ask the students to do: I will sample the first question on the
worksheet with the students, I will write an idea of my own to earn an income, I will read aloud the article on allowance,
anything that is discussed as a class will be quickly jotted down on the board. Anytime that the students are discussing things
in groups, I will make sure that the ESOL or LD student is paired with a student that will benefit and progress them in the
discussion.
Gifted/Talented: If the class as a whole is gifted, I will have a more brief discussion of allowance, maybe omitting the Give
em an Allowance article and have a more in depth discussion of having a job that earns income as well about why
employers hire works to do jobs.
Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

EconEdLink: Money Doesnt Grow on Trees

Name:

Date:

Complete these sentences using the words in the box.

Earned Income

Invest

Service

Unearned Income

Job

Gambling

Gift

Luck

Good

Save

1.

Lotteries are a type of

2.

You need

3.

Another word for a present is

4.

You have to work to get

5.

Another word for work is

6.

People who work provide a

7.

People that

to find or win money.

or
and

are making their

money work for them.

8.

Money that you get without working is called

Copyright Council for Economic Education

Modified 5/15 Van De Mark from document created by L. Spaulding