Lesson Plan4

Teacher(s): Subject: Grade(s): Grade band: Setting: Unit:
Number of Students:
Standard: Economics Standard 2a Macroeconomics: Students will understand the role of banks and other financial institutions in the economy.
5.1- Explain why individuals might save, invest, or borrow money.
5.2- Explain how saving or borrowing money benefits the economy.
5.3- Understand the role of banks and other financial institutions in the economy.
Essence:
5.1- Saving, investing, or borrowing money
5.2- Benefits of saving and borrowing
5.3- Role of banks in the economy
Extensions:
5.1
E1: Describe reasons why an individual might save money.
E2: Identify how or where to save or borrow money.
E3: Identify goods/services that require personal savings or borrowing. / 5.2
E1: Connect saving and borrowing with definitions or real-life examples.
E2: Identify benefits of saving money.
E3: Identify benefits of borrowing money or an item. / 5.3
E1: Describe the role of banks in saving or borrowing money.
E2: Identify how to save or borrow money.
E3: Identify places in the community where it is possible to save money (e.g.,specific banks, credit union).
Lesson Objective:
  • Students will understand how a bank can help people to save money
  • Students will understand how the correlation between borrowing and owing money as it relates to a bank.

Least support / Moderate support / Most support
Students will describe reasons why an individual might save money.
Students will connect saving and borrowing with definitions or real-life examples.
Students will describe the role of the bank in saving or borrowing money. / Students will identify where to save or borrow money.
Students will identify benefits of saving money.
Students will identify how to save or borrow money. / Students will identify items that require personal saving or borrowing.
Students will identify benefits of borrowing or saving money or an item.
Students will identify places in the community where it is possible to save money.
Activities:
1)Teacher:Read chapters 13-15 in the adapted version of “Tom Sawyer”.Focuson the part where Tom and Huck found the gold, and how Tom put the gold into the bank. Then ask students:
1)How did Tom keep his gold safe?
2) How would you keep things that are important to you safe?
Students:Read along with the teacher and answer inferential and literal comprehension questions. / 2)Teacher: Introduce the vocabulary word saving (money you do not spend) and bank (a place where you can safely keep money) through agraphic organizer.
Students: complete the graphic organizer
3)Teacher: Explain to the students that you will be setting up a class bank where students can keep their “money” safe. Students will be able to use their money for rewards in the class (e.g., computer time, extra recess, extra free time, class treat,etc.). They may choose to hold onto their money or put in it the class bank. For every day they have their money in the bank they earn 1 extra coin. A student may take their money out of the bank at any time to purchase items. If they do not have enough to purchase the item,they may borrow money from the bank.However if they borrow money from the bank, they must pay back the bank. They can earn coins through acts of PBS, class chores, etc. At the end of the week the teacher will give money back to the students.
Students:Participate in the class bank. At the end of the week, they will count how much they have and figure out if and how much they owe the bank (maybe easier to do as a class through graphing activity). / 4)Teacher:With students, analyze the results of the week by looking back at what they purchased, saved, and owed. Come up with a class pro and con list of putting money in the bank.
Students:Participate in class discussion and help create a class proand con list related to putting money in a bank.
Warm-up:
Students will create a treasure chest to put the gold coins found from previous activity. The teacher will then ask students how they can keep their treasure safe?
Key Vocabulary:
Saving / Bank
Borrowing / Owing
Barriers:
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and materials be presented to the students (the “what” of learning)? / Actions/ Expression
How are the students able to interact with the materials and demonstrate knowledge (the “how” of learning)? / Engagement
What interests and engages students in the learning process
(the “why” of learning)?
Teaching Strategies:
Assessments: / Response mode:
Comprehension Questions
Saving and Bank Organizer
Participation in Class Bank
Possible accommodations to use with this lesson:
Closing Activity:
Relate back to story by answering the question: Tom was able to keep his money safe, because he put the money in…
Pocket Bank treasure chest

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education