Lesson+2-+Money+Talks

Third Grade Money Unit GAME Plan Lesson Two

By Kristin Jurich

Lesson Title: Money Talks

GradeLevel: Third Grade: Math

** GOALS ** Content Standards:
 * M3.A.1.3.1: ** Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15¢ or $0.15.
 * M3.A.1.3.2: ** Compare total values of combinations of coins less than $5.00 (penny, nickel, dime, quarter, dollar).


 * M3.A.1.3.3: ** Make change for an amount up to $5.00 with no more than $2.00 change given (penny, nickel, dime, quarter, dollar).


 * 1.6.3.A: ** Listen critically and respond to others in small and large group situations.


 * 1.9.3.A: ** Use media and technology resources for directed and independent learning activities.

** ACTION **
 * 1.9.3.B: ** Understand media as a source of information and entertainment.
 * ISTENETS-S **
 * 1) Creativity and innovation 4.Critical thinking, problem solving
 * 2) Communication and Collaboration 5.Digital citizenship
 * 3) Research and information literacy 6.Technology operations & concepts
 * Before-Class Preparation ** : Pair students up according to their ability level, for this project it is important that students be in mixed ability level groups (same groups as lesson #1). Bookmark example sites that may be useful for students to utilize during this lesson if necessary. Set up classroom wiki. A page for each group will need to be created ahead of time as well.
 * During Class: **

Class Wiki SmartBoard Tech Specialist (if available) Bookmarked websites || Each group must: 1. locate photos of each school store item (pencils, erasers, pencil grips etc.) the group plans to sell. 2. Include links on the wiki to the stores they plan to purchase their items. 3. Include the link to the charity they plan to donate their money to as well as a summary of what the charity is all about. 4. Create a 30 second- 1 minute audio clip commercial to promote their store. || Laptops Microphones Wiki Checklist Class Wiki || Teacher/Student Presentations ||
 * ** Time ** ||  ** Instructional Activities **  ||  ** Materials & Resources **  ||
 * 40- 50 minutes  || # Pass out rubric for class wiki
 * 1) Discuss with students how they will be assessed.
 * 2) Show students the class blog and give a mini lesson on what a blog is and how to use it. || RubricExamples of final products
 * 2-3 class periods of 45 minutes or longer  || * Organize students into groups of two.
 * 20 - 30 minutes || # The teacher will project the completed wiki onto the board. She will then scroll through each group’s site allowing other groups to hear the commercials and see the other pages.
 * 1) During each group’s presentations, the teacher will ask questions that tap into higher level thinking like why did each group choose certain information for their commercials? Did any groups choose similar items? Why did this occur? Etc. || Rubrics

** MONITOR **** ­­­­­­­­­­­­­­­­­­ **
 * Ongoing Assessments: **
 * 1) The teacher will make daily observations while the students collaborate to complete their project.
 * 2) The teacher will use the rubric presented during the introduction of the unit to assess students’ understanding of the concepts and presentation skills.
 * 3) Students will have access to the rubric as the work so they can continually assess their progress and understanding of the concepts as they work on the project.


 * Accommodations and Extensions: **
 * ** ELLs: ** These students are paired with a native English speaker and will be encouraged to demonstrate their understanding use visual aids in place of words when appropriate.
 * ** Students with special needs: ** These students will be provided with a step by step checklist, a detailed direction sheet, and frequent teacher check ins to monitor their understanding and progress. Students with a higher level of special needs may have the project outcome altered to fit their IEP.

** EVALUATION **
 * Lesson Reflections and Notes: **
 * Reflect on the effectiveness of this project portraying the information needing to be taught.
 * Did the incorporation of technology lead to a deeper understanding of the concepts learned?