Está en la página 1de 3

Title of Unit: People at Work Title of Lesson: People Save Money Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the importance of saving and methods people use to save money they earn. This lesson uses the Houghton Mifflin 2nd grade Social Studies textbook Neighborhoods (p. 180-183). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group for reading and discussion, independent for activity and assessment. C. Materials: Houghton Mifflin 2nd Grade Social Studies textbook: Neighborhoods (p.180-183). Vocabulary and Study Guide (Unit Resources p. 56) for each student. Paper, pencils. D. Objectives: o NV State Social Studies Standards o E10.2.2 Identify reasons for saving money.

Student-Friendly Standards E10.2.2 I can identify reasons for saving money.

E. Procedure: 1. Refer to notes on TE 180 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the pictures on p. 181, and read aloud the first sentence under the Saving Money head. Then complete the Predicting Outcomes chart. Identify and discuss what prices, banks, and savings accounts are and how people use prices to decide what to buy. Introduce vocabulary (price, bank, savings account).

2. As a class, read p. 180-183, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their study guide as we read. 4. Ask questions listed in the margins of TE as an ongoing check for understanding. Focus on the questions about economics:
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: People at Work Title of Lesson: People Save Money Submitted By: Julia Villanueva

(TE 181) What helps people decide what to buy? (TE 181) What is a place where people can save money? (Review question p. 181) Why do people save money? (TE 182) What helps the amount of money in a savings account grow faster? (Review question p. 182) How are banks that are businesses and banks in peoples homes alike and different?

5. CLOSURE: Discuss the three statements in the Review/Assess section of TE 183. F. Assessment: What will you use to measure student understanding? Writing activity: Students will write or tell about a buying choice they have made. Explain how you will know students understand the concepts from the lesson. Students must identify reasons for saving money. Having them tell or write about a buying choice they made will show if they grasp the concept in this lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the Reading Skill: Predict Outcomes worksheet will be the easiest to teach because they did this before in a previous lesson. 2. Which part will be most challenging for you to teach? I think the challenging part will be explaining different ways to save money, especially if they dont have a piggy bank at home. 3. How will you follow up or extend this lesson? As an extension to this lesson, I would use the Extend Lesson 4 on p. 184-185 about Spend Your Dollar. Students will learn about using prices to help make choices about what to buy. They will compare prices to make buying choices. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I will use the Reteach Mini Lesson at the bottom of TE 183. We will work together to complete a chart to list reasons and the places that people save money. 5. Which part of the lesson, if any, do you think might need to change?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: People at Work Title of Lesson: People Save Money Submitted By: Julia Villanueva

I dont think I would change this lesson. I would bring in a piggy bank for students to see, so they can better understand what it is, especially for the students who may not have one at home. 6. When you were writing this lesson plan, what was the most difficult part? The lesson was easy to follow; I didnt have any difficulties with it.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3