It's In The Book Lesson Plan - 2nd Grade

Rosalee Swezey

EDEL 453 Spring 2012 Teaching Elementary School Social Studies Professor Karen Powell January 30, 2012

Summary of the Lesson Plan: This lesson describes what prices, banks, and savings accounts are and how people use prices to decide what to buy. Neighborhoods: Teacher's Edition pg. 180-183 Target Population: grade level: Second Grade skill level: At grade level grouping: Whole group, table groups of about 3 to 4 students per table and partners. Objectives: E10.2.1 Discuss the concept that money is limited. E10.2.2 Identify reasons for saving money. Procedure: 1) Have the students open their textbooks to page 180. Have each table pull out a sheet of paper and create a circle map. Assign each table group a picture in their textbooks and have them write their predictions about the picture assigned to them. 2) Give each student a predicting outcomes chart while they are writing their predictions. When they are finished writing have one person from each table group read one of their predictions. 3) Have the students turn to page 181 and read the first sentence under the heading Saving Money. 4) Have each student pull out the predicting outcomes page. Work through the worksheet together as a whole group. 5) Discuss the benefits of saving money. Ask the students if any of them have ever saved any money to buy something they wanted. Use math to help students understand that they can save money towards purchasing things they would like to buy. Ex. If I earn 50 cents per week doing chores and I would like to purchase a toy costing $1.00 what will I have to do to purchase the toy? Use a couple more examples that are similar to make sure students understand. 6) Ask the student, What is the benefit of saving money? (answers vary) Ask, What helps people decide what to buy?(prices) Define what prices are and have them give you an example. 7) Take your basket of fruit that is labeled with prices and ask the students if they can tell you what the price of each piece of fruit is by looking at them. 8) Ask, What is a place where people can save money? (a bank) Define bank to students and have them make a word web of other words that are associated with a bank.

9) Discuss savings accounts and interest. Define the words and have students give you examples of how you would use each or how they would be used. 10) Have each student read with their shoulder partner the textbook pgs. 180-183. Then have them answer the review questions and activity on page 183 in their journals. 11) Have the students turn in their predicting outcomes page and journals. These will be used to assess the students understanding of the lesson. Assessment: I will know if the students understand the concepts in the lesson when I look over their journal pages and read the lesson activity about the buying choice they made. The activities go along with the theme and they assess the standard as well. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach will be circle maps and the worksheet. I also think the part where I am showing the students the fruit and asking them the prices will be easy as well. 2. Which part will be most challenging for you to teach? The challenging part will be discussing the vocabulary words in such a way as the students will understand the concept. 3. How will you follow up or extend this lesson? I might be able to extend this lesson by having play money ready in baggies for each student. These baggies could have different amounts of money each student has earned for a weeks worth of work. I could then have them draw pre-made cards with different things to buy and the amount of the item(s). They would then have to determine if they could buy it or if they have to save the money. They would have to determine how long they would have to save in order to purchase the item. 4. What could you do for students who don't grasp the concepts? I am not sure but maybe I could pair them up with a higher level student and have them work together. I could also work with them on a one on one if that is possible. 5. Which part of the lesson, if any, do you think might need to change? I don't think the lesson would need to change. However, I would like to do the extended part mentioned above. I like it because it gives the students something hands on to help aid in learning the concept. 6. When you were writing this lesson plan, what was the most difficult part? Figuring out the teachers edition. Flipping back and forth between the books and the paper on my computer. I don't like having to flip back and forth at different files on my computer. I would prefer to see the paper I am working on and be able to look in a book that is sitting next to me. Flipping back and forth and not seeing both things at the same time is very difficult for me.

Materials: Textbook Big piece of white paper for each table group. Predicting Outcomes worksheet. Journals Pieces of fruit with prices labeled on them. Rubrics for the activity in the lesson review: 4 States choices clearly; expresses ideas effectively. 3 States choices well; expresses ideas adequately. 2 States choices but may not be clear. 1 Does not state choices or is off topic. Predicting Outcomes worksheet is attached.