Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
A. Summary of the Lesson Plan: This economic lesson is designed for 3rd grade students to learn & identify the economic principles and processes that are helpful to producers and consumers when making good decisions. This lesson uses the book My Rows and Piles of Coins by Tololwa M. Mollel (Clarion Books, a Houghton Mifflin Company imprint, New York: 1999) ISBN 0-395-75186-1; about a Tanzanian boy saves his coins to buy a bicycle so that he can help his parents carry goods to market, but then he discovers that in spite of all he saved he does not have enough money. B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: My Rows and Piles of Coins by Tololwa M. Mollel (Clarion Books, a Houghton Mifflin Company imprint, New York: 1999) ISBN 0-395-75186-1 Picture of a bicycle Resource Sheet 1: Work Tickets (or the coupon-type sold in stores) Chart of Resource Sheet 2: Decision Tree Individually wrapped candies, to be offered for the value of one work ticket Small prize items: e.g., erasers, pencils, small toys. Assign a number of work ticket values greater than 1 ticket to each prize. Atlas or large wall map of Africa Resource Sheet 3: Making Economic Choices with Money D. Objectives: NV State Social Studies Standards E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities. E9.3.2 Give examples of prices consumers have paid when buying goods and services. E9.3.3 Give examples of prices set by businesses for selling goods and services. Student-Friendly Standards E9.3.1 I can show the difference between what I need from what I want. E9.3.2 & E9.3.3 I can give an example of prices consumers pay when buying goods & services & prices businesses set.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 1
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
E. Procedure: 1. Teacher Preparation At least 3 days before teaching this lesson, introduce the idea of work tickets. The teacher will award these tickets for services that students do to help around the classroom or school. With the students, generate a list of ways they might be able to earn work tickets, e.g. washing the whiteboard, cleaning up a work area, helping another student, leading the line, being a recess helper. Tell students they will have the choice of cashing in each ticket they earn immediately for a piece of candy or saving the tickets for prizes (goods) in a few days. 2. Teacher Background People use money to buy goods and services. Income is the money people earn by working or from other sources. People make decisions about how to spend their limited income. Sometimes people save the money to be spent later. Every decision about how to spend money has an opportunity cost. The United Republic of Tanzania is located in central East Africa bordered on the north by Kenya and Uganda, on the west by Rwanda, Burundi and the Democratic Republic of the Congo, and on the south by Zambia, Malawi and Mozambique. The Indian Ocean borders Tanzania to the east. The story of My Rows and Piles of Coins is set in Tanzania of the 1960s. Tanzanian coins are described in the Authors Note at the end of the book. 3. Motivation Remind the students that some of them have been earning work tickets for the last few days. Have students share ways that they earned a ticket and explain what choices they made about redeeming their tickets. Reinforce the idea that the choice of saving the ticket delays the purchase of a good or service until a later time. Tell them they will have an opportunity to cash in more of their work tickets at the end of this lesson. Ask the students to describe ways in which they get money at home (earn it; get an allowance, gifts, etc.) Explain that money they get to spend is called income. Ask students to share ways that they spend their incomes. List a few ways on the board. Display the picture of a bicycle. Remark that a bicycle costs more money than many of the students might get in an allowance or other income. Ask how they might be able to purchase a bicycle using their income. 4. Discuss and teach the vocabulary: market: an arrangement wherein buyers and sellers can exchange resources, goods, and services. A market may be a physical place such as a store or an auction gallery, or it may occur through other arrangements such as a telephone and Internet transactions; a market is said to exist whenever or wherever a buyer and seller enter into an exchange. goods: things that people make or grow that satisfy economic wants; things desired by consumers and supplied by producers services: community jobs; actions (jobs) that people do for each other Additional vocabulary: errands, maize, harvest, shillings, motorbike, income. 5. Locate Tanzania on a map of Africa. Tell the students they will be hearing a story of a boy named Saruni who lived in Tanzania about 50 years ago. Ask the students to listen for ways that Saruni got money and for the decisions, Saruni made about how to use his money. Read aloud the first 2 pages of the book My Rows and Piles of Coins to the students, stopping at the part where Saruni identifies the many market goods he could buy with his coins. 6. Display a chart of Resource Sheet 2: Decision Tree. Explain that a decision tree is a way of helping a consumer make a wise choice when spending money. The consumer
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
selects two top choices, writes the choices on opposite sides of the decision tree, and identifies the good and bad points of making each of these choices. Based on that discussion, the consumer selects one of the choices for the purchase. The second choice, the one not selected, becomes the opportunity cost of making that decision. 7. Discuss with the students some of the goods that were available to Saruni as he walked through the market in the story. Have several students take turns saying what their first and second choices would be if they could buy something at Sarunis market. Follow the steps listed above for filling in the decision tree. Reinforce the idea of opportunity cost with each students example. Say, When you make a decision to spend your coins on one of the goods, you give up the opportunity to spend your money on something else. The second choice or the good you give up is called your opportunity cost. 8. Closure: Ask the students to predict what Saruni will do with his coins. Stop on day 2 with recording their predictions. F. Assessment: What will you use to measure student understanding? Distribute Resource Sheet 3: Making Economic Choices with Money. With the students, complete the section of the chart for Saruni. Then have the students complete the section of the chart for their own work income and spending. (If students say they dont have any income of their own, be prepared to share a sample, such as the one, below for assessment purposes: Madeleine earned 50 cents folding laundry for her mom. Then she cleaned out her dresser drawer and found 75 cents. She added this money to her allowance of $2.00. Madeleine wanted to buy a bracelet for $1.75 but decided instead to save the money to spend at the school fair next week. Explain how you will know students understand the concepts from the lesson. Students must identify how Saruni chose to earn, save, and spend his money and relate it to their own lives. Writing about their spending and savings will show their understanding of needs versus wants and the importance of saving their money. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? This lesson seems very straightforward and easy to follow. 2. Which part will be most challenging for you to teach? The most challenging part of this lesson might be teaching the children to save their Work Tickets to buy better/bigger or more important items. This age still is in the stage of instant gratification and patience to earn more tickets might be a new and difficult concept for them.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
3. How will you follow up or extend this lesson?
Submitted By: Denise Crosby
To extend this lesson, we will follow up with distributing Work Tickets during the unit for trade of goodies in order to give the children a feel for earning, saving and buying of goods. 4. What will you do for students who dont grasp the concepts? For students who dont understand the concepts in this lesson, I would give more time and reteach, modeling by thinking aloud with the students. We would work together on graphic organizer Decision Tree. 5. Which part of the lesson, if any, do you think might need to change? This lesson was written very well. Im not sure I would change anything. I am going to use this with my 3rd graders and see how smoothly it will flow. 6. When you were writing this lesson plan, what was the most difficult part? As with all lessons, I find the assessment to be the most difficult. This assessment seemed to fit the authentic requirement. I thought it also fit the practical application of the concepts learned in this lesson.
Resource Sheet 1
Work Tickets
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 4
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Work Ticket
Resource Sheet 2
Work Ticket
Work Ticket
Work Ticket
Decision Tree
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 5
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
Resource Sheet 3
Making Economic Choices with Money Sarunis Choices My Choices
How did Saruni earn his money?
Nevada State College EDEL 453 - Spring 2013
How do I earn money?
Karen Powell- Instructor page 6
Title of Unit: Economic Education Day 2
Title of Lesson: My Rows and Piles of Coins
Submitted By: Denise Crosby
Name some goods that Saruni could choose to buy at the market.
Name some goods you could choose to buy with your income.
Circle in red the good that Saruni wanted the most. Circle in blue the good that you think might be Sarunis next best choice. Saruni chose to save his money for ____________________________. What was Sarunis opportunity cost? _____________________________ Why was saving money important to Saruni?
Circle in red the good that you would say is your first choice. Circle in blue the good that you think might be your next best choice. Name the good that you chose to buy: ______________________________ What is your opportunity cost? _______________________________
Why might saving money be important to you?
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 7
