SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _Ashlee Morin _______________________________________________________

Thematic Unit Theme/Title/Grade Level: Financial Literacy/ Budget and Savings/ Fourth Grade_____
Weebly address: _http://ucfgr4budgetandsavingssp16.weebly.com_____________________________
Daily Lesson Plan Day/Title: __Day 2: Budget and Savings ________________________________
Learning
Goals/Objectives
Whatwillstudents
accomplishbeabletodo
attheendofthislesson?
Besuretosetsignificant
(relatedtoSSS/CCSS),
challengingand
appropriatelearning
goals!

Learning Goal:
The students will demonstrate knowledge of financial literacy concepts such as needs, wants, savings, budget and
interest.
Learning Objectives:
1. Students will understand the vocabulary terms including cost, benefits, loss, budgeting, checking and savings
account.
2. Students will be able to plan for spending money in order to make informed choices
3. Students will be able to identify how income is used to save, spent on goods and services.
4. Students will be able to understand that you may have to give up the opportunity to buy things now in order to
buy things later.
5. Students will create a saving goal as a reward to save money.
6. Students will understand that you may lose money when taking a risk.
7. Students will be able to identify reasons for paying your bills on time.
8. Student will be able to create their own budget using a sheet.
9. Students will apply basic math such addition and subtraction to help fill in the budget sheet.

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State
Standards (NGSSS)
List each standard.
Cutting and pasting
from the website is
allowed.
http://www.cpalms.org/
Public/

NCSS theme(s):
Production, Distribution, and Consumption
Florida Standard(s):
1.
LAFS.4.SL.2.4-Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
2.
LAFS.4.RI.3.AP.7a: Identify relevant information presented visually, orally or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations or interactive elements on Web pages) to answer questions.
3.
MAFS.K12.MP.4.1: Model with mathematics. Mathematically proficient students can apply the mathematics
they know to solve problems arising in everyday life, society, and the workplace.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Next Generation Sunshine State Standards:

1.
SS.4.FL.2.5- Explain that costs are things that a decision maker gives up; benefits are things that a decision
maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives.
2.
SS.4.FL.2.7- Planning for spending can help people make informed choices. Develop a budget plan for
spending, saving, and managing income.
3.

SS.4.FL.3.1- Identify ways that income is saved, spent on goods and services, or used to pay taxes.

4.
SS.4.FL.3.2- Explain that when people save money, they give up the opportunity to buy things now in order
to buy things later.
5.
SS.4.FL.3.4- Identify savings goals people set as incentives to save. One savings goal might be to buy goods
and services in the future.
6.
SS.4.FL.6.3- Describe ways that individuals can either choose to accept risk or take steps to protect
themselves by avoiding or reducing risk.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Assessment
How will student
learning be assessed?
Authentic/Alternative
assessments?
Does your assessment
align with your
objectives, standards
and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.

Unit Pre-Assessment (ESOL: 1,2,3,4,5,6,13,15 ESE: 8.4):: Kahoot will be used as a pre/ post assessment. The
questions will include basic questions about needs, wants, saving, interest, and budgeting as the first day is a basic
overview of everything and on the last day to track students progress. Students will be using Ipads to take assessments.
Unit Post-Assessment (ESOL: 1,2,3,4,5,6,13,15 ESE: 8.4):: This is the same as the pre-assessment. Including the
Kahoot quiz, IPads, and the IWB.
On-going daily (progress-monitoring) Assessment (ESOL: 1, 2, 3, 4, 5, 6, 13, 15 ESE: 8.4): The on-going daily
assessment will be using Marzanos scale.
Rubric/ Checklist (ESOL:1,2,3,4,5,6,13,15 ESE: 8.4):: Student will be provided with a checklist that they will check
off daily as they add things to their safety deposit box as well as a way to keep track of all items.
On-going daily Assessment (ESOL: 1,2,3,4,5,6,13,15 ESE: 8.4): Use Marzano scale to review from the previous day.
By doing this, I am ensuring that all the students have enough prior knowledge in order to move forward with the lesson.
Later on, when the students are in centers, I will pull out any students who said they were at a 1 or 2 when self assessing
themselves at the beginning. I hope to clear any confusion they may have during the allotted time so they can be
successful while moving forward. Then I will walk around the room while the students are in centers answering any
questions they may have while making sure they are on task. Here is the scale I will be using to allow students to selfassess:
4- I fully understand the concepts of needs, wants, savings, budgeting and interest and I can teach friend.
3- I fully understand the concepts of needs, wants, savings, budgeting and interest.
2- I need more practice understand the concepts of needs, wants, savings, budgeting and interest.
1- Do not understand the concepts of needs, wants, savings, budgeting and interest.
Exit Slip: Student will create their own budget (15 minutes)
1. Tell students that they need to plan a budget based off their $500.00 salary that they will receive on Friday.
2. Tell students that they must pay all of their bills first before they can figure out how much money will the use for
spending/ checking account and what they may want to put in their saving account.
3. Student will then pull out their short term goal from their safe deposit box and add the cost of the item into their
budget sheet. Once they have added that into their budget sheet, make sure to have the student label next to the money
they put in their savings account what they are saving up for (Have students place budget sheet in the safe deposit box
because they will need it in day 5)
ESOL: 1,2,3,4, 5, 6, 7, 8, 9, 14, 15, 16, 17,18, 20, 22, 23, 27, 29, 30, 32, 36, 46 ESE: 7.1, 9.3

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Expense
Category

Cost of
Living

Lee
Fees

Other
Penaltys

Late Fee

Month

Rent (Desk and

Chair)

$100.00

30.00

Turning
homework
late

$10.00- If its
one day late
$25.00- two
days or more.

Week 1

Sewage (using
the classroom
sink/ bathroom/
water fountain)

$50.00

10.00

Late for
class
(unexcused)

$10.00 less
than 15 late
20.00- If you
are more than
15 minutes late.

Week 2

Electric
(Classroom
lights/
computers/ and
thing that gets
plugged into a
wall outlet)

$100.00

20.00

Unexcused
absences

$100.00

Week 3

Week 4
Week 5
Total Amount
Due at the end
of the week:

Checking
Account

Saving
Account

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will
be developed and
created by students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in
place in your future
classroom.
Exceptionalities
What accommodations
or modifications do you
make for ESOL
http://teachsocialstudies.
wikispaces.com/file/vie
w/ESOLStrategiesComp
rehensibleInstruction.pd
f/42902857/ESOLStrate
giesComprehensibleInst
ruction.pdf
and ESE
(Gifted/Talented
students,
Learning/Reading
disabilities, SLD etc.)
http://www.udlcenter.org
/aboutudl/udlguidelines/

Instructions
Review (5 minute) Teacher will let the students discussion what they learned on Monday lessons with a table partner.
After a minute or so, the teacher will lead the class into a discussion that highlighting some key points from Mondays
lesson. Teacher will also remind class on how they will start to get paid for doing their classroom job ($500/ per week).
ESOL: 1, 2,3,4,6, 8,10,,11,13,15,17, 22,27,29,31,32,36, 44 ESE: 3.1
Introducing what a budget is (10 minutes)Teacher will then introduce to students to seven key vocabulary terms. Ask student what they may think each word
means. Teacher might want to engage in a classroom discussion, ask probing questions and allow students to think a
little. Then after a few minutes explain exactly what each word means to the class to clarify any misconceptions.
ESOL: 1,2,34,5,6,8,11,12,17, 20, 22, 23, 27, 32, 36 43, 44 ESE:2.1
*Note: Teacher can use the IWB to display vocabulary words*
1. Cost- is things that a decision maker (you) gives up.
Example: The cost of living (again this would be calculated by adding the rent, electric and sewage together.)
3.
Benefit- are things that a decision maker (you) gains
Example: The amount of money left over after all expenses have been paid.
4.
Loss- students may lose money when taking a risk.
Example: not paying your bills on time may be consider as a risk because you may have to pay late fees.
5.
Budget- The total sum of money set aside or needed for a purpose.
6.
Savings Account- A sum of money saved for a particular purpose.
Example: something you are saving to buy at the school store that you cant afford at the moment or need the extra
money to pay late fees.
7.
Checking Account- the amount of money that you can use for spending (may also be refer to as spending money)
*Note: Have students assess themselves using Marzanos scale. ESOL:1,2,3,4,5,6,13,15 ESE: 8.4*

Introducing Expense Sheet (15 minutes)

2.
A. Teacher will explain to the students that they will start to receive a salary of $500/ per week for working
in the classroom. Explain briefly that they will be using part of that money to pay bills that are due every Friday. Then
introduce and disturb the Expense sheet to each student which will be reviewed as a class, make sure to explain each
category and their purpose. This will explain to students what they are expected to pay at the end of each week including
late fees if it applies to a particular student. The Expense sheet is something that all students will be required to follow;
there are not any hidden fees or special situations. Once they understand that all of their bills are paid off, the extra

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

udlguidelines_graphicor
ganizer

money that is left over can be spent how they choose or saved in a saving accounts for emergencies or something special.
This helps students relate budgeting to real world situations but on a smaller scale.
ESOL: 1, 5, 6, 7, 8, 14, 15,17, 20, 22, 23, 27, 30, 36, 46 ESE:1.1
*Note: teacher might want to post Expense sheet somewhere in the classroom as a reference for students.*
Expense
Category
Rent (Desk and
Chair)

Cost of
Living
$100.00

Lee Fees

Other Penaltys

Late Fees

30.00

Turning
homework late

Sewage (using the

classroom sink/
bathroom/ water
fountain)

$50.00

10.00

Late for class

(unexcused)

$10.00- If its
one day late
$25.00- two
days or more.
$10.00 less
than 15 late
20.00- If you
are more than
15 minutes late.

Electric
(Classroom lights/
computers/ and
thing that gets
plugged into a
wall outlet)

$100.00

20.00

Unexcused
absences

$100.00

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

*Note: Have students assess themselves using Marzanos scale. ESOL:1,2,3,4,5,6,13,15 ESE:8.4*

B. Late Fee Notice: Teacher can briefly review what a late fee notice is and how to fill one out. Teacher must
explain the importance on saving the notice and how to make sure to file this away.
ESOL: 1, 5, 6, 7, 8, 14, 15, 17, 20, 22, 23, 27, 30, 36, 46
*What is a Lee Fee Notice: If a student has any late fees the will receive a notice from the teacher
that will state all late fees and penalty charges and when they must be paid.*
Late Fee Notice
Name: __________________________________________________________
Date:_________________ Original Due Date:___________________________
Past Due Balance on (Circle one): Rent / Electric / Sewage
Unpaid Penaltys (Circle one): Homework / Late for class / Unexcused absences
Total Balance Due: _________________ Must be paid by: _________________

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Creating a Budget as a Class (15 minutes)

1. Now as classes have students help the teacher fill in Budget chart. Teacher will introduce two new columns;
savings account and spending money which can be explained as they fill in the chart (notes are made in each of
those categories explaining how to put money in those boxes.).
ESOL: 1,2,3,4, 5, 6, 7, 8, 9, 14, 15, 16, 17, 18, 20, 22, 23, 27, 29, 30, 32, 36, 46 ESE: 8.3,6.2,5.3,4.2
* Note: Teacher can random pick an amount of money that students will have to use to create the
budget. Teacher can also have student help fill out the chart using IWB.*
Example of how to fill out budget sheet:
1. Salary (What I got paid for the week 1): $1000.00
2. Look at Cost of Living column first; add straight down each category together to give you the total
amount that is due. (Easy for students to do because that is how we add or subtract in math.)
3. Student will do the same for the categories: Lee Fees and other penalty late fees if it applies to them.
4. Once students have total up all the bills they need to pay, they will subtract that amount from their
salary. (1000.00 250.00 = 750.00)
5. Now students will decide based off how much money they have left after paying their bills what they
want to put towards spending money/checking account and what they want to put into their saving
account. Example: student will put $375.00 towards spending money that will be placed into their
checking account and $375.00 in their savings account. Since we are in week one write those amounts in
each box for week one. Note: if students dont use all of their spending money, they are allowed to put the
remaining money in their savings account.
6. At the end of the month they will add up the column for spending money and saving account to see how

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

much they spent and saved each month.

Expense
Category

Cost of
Living

Lee
Fees

Other
Penaltys

Late
Fee

Month
(Insert
the
Month
here )
May

Checking
Account
(Only
money
that can
be spent
at the
school
store.)
375.00

Rent (Desk
and Chair)

$100.00

30.00

Turning
homework
late

$10.00If its
one day
late
$25.00two
days or
more.

375.00

Sewage
(using the
classroom
sink/
bathroom/
water
fountain)

$50.00

10.00

Late for
class
(unexcused)

$10.00
less
than 15
late
20.00If you
are
more
than 15
minutes
late.

Week 1
(insert
the date
of
Monday
and
Friday )
May 1May 5
Week 2 0
(insert
the date
of
Monday
and
Friday )

Electric
(Classroom
lights/
computers/

$100.00

20.00

Unexcused
absences

$100.00

Week 3
(insert
the date
of

Saving Account
(Something you are
saving to buy at the
school store that you
cant afford at the
moment or need the
extra money to pay
late fees.)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

and thing
that gets
plugged
into a wall
outlet)

Monday
and
Friday )
Week 4 0
(insert
the date
of
Monday
and
Friday )
Week 5 0
(insert
the
date)

Total
250.00
0
0
375.00
375.00
Amount
Due at the
end of the
week:
*Note: Have students assess themselves using Marzanos scale. ESOL:1,2,3,4,5,6,13,15 ESE:8.4*
Resources/Materials

1. Class set of copies of Expense Sheet, and budget form.

2. IWB
3. Students will need pencil and eraser
4. Safe Deposit box
5. Marzanos Scale
Resources:
Lesson 1: Budget Basics. (n.d.). Retrieved April 08, 2016, from http://www.scholastic.com/browse/lessonplan.jsp?
id=1561
"Lessons: Grades 3 6." Lessons: Grades 3 6. Web. 08 Apr. 2016.
http://myclassroomeconomy.org/grades/grade4-5.html

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensiontotheunitplanideas.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Expense Sheet Guide

Expense
Category

Cost of
Living

Lee
Fees

Other
Penaltys

Late Fee

Month

Rent (Desk and

Chair)

$100.00

30.00

Turning
homework
late

$10.00- If its
one day late
$25.00- two
days or more.

Week 1

Sewage (using
the classroom
sink/ bathroom/
water fountain)

$50.00

10.00

Late for
class
(unexcused)

$10.00 less
than 15 late
20.00- If you
are more than
15 minutes late.

Week 2

Electric
(Classroom
lights/
computers/ and
thing that gets
plugged into a
wall outlet)

$100.00

20.00

Unexcused
absences

$100.00

Week 3

Week 4
Week 5
Total Amount
Due at the end
of the week:

Checking
Account

Saving
Account

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Budget Tracking Sheet

Expense
Category

Cost of Living Lee Fees Other Penalties

Rent

Turning homework late

Sewage

Late for class (unexcused)

Electric

Unexcused absences

Total Amount:

Late Fees Month Checking Account Checking Account

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Late Fee Notice

Late Fee Notice
Name:____________________________________________
Date:____________Oiginal Due Date:__________________
Past Due Balance on (Circle one): Rent / Electric / Sewage
Unpaid Penalties (Circle one): Homework / Late for class / Unexcused absences
Total Balance Due: _______Must be paid by_____________