3.++Five+Day+Unit+Plan

Powerpoint. Teacher(s) Name: Mayra Rivera/Rachel Stahl/Courtney Hutchinson/Jena Hoffman/Kelly Iliff Thematic Unit Theme/Title/Grade Level: Money/Money Counts!/1st Grade Wiki space address: ucfgr1moneysp09.wikispaces.com Daily Lesson Plan Day/Title: Monday/Identifying Coins and Their Value Learning Objectives

What will students accomplish / be able to do at the end of this lesson? ** || The student will learn to recognize coins. The student will identify the value of pennies, nickels, dimes, and quarters. The student will explore the 50 State Quarters to learn about some states.

|| NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed. || LA.1.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.1.1.7.2 The student will use background knowledge and supporting details from text to verify the accuracy of information presented in read selections. LA.1.5.2.2 The student will retell specific details of information heard. SS.K.E.1.2: Recognize that United States currency comes in different forms. ||
 * **Student Activities & Procedures

//Teacher Activities/Student Activities//** What best practice strategies will be implemented? How will you communicate student expectation? What products will be developed and created by students? || 1. Read __Let's Find Out About Money__, a picture book by Kathy Barabas, to discover how coins go from rocks in the ground, to the U.S. Mint, to your piggy bank! 2. Teacher uses the set of large coins to display, identify, and compare the heads and tails sides, as well as the value, of each coin. 3. Have the students sort their play money into piles of similar coins. 4. Introduce the Poem to students. 5. Repeat several times. 6. Introduce the 50 State Quarters collection. 7. Explain what is it about. 8. Use the information for the Florida Quarter. 9. Ask if they want to know about any other state. 10. Give them worksheets to practice. || || Poem: Penny, penny, Easily spent Copper brown and worth one cent. Nickel, nickel, Thick and fat, You're worth five cents. I know that. Dime, dime, Little and thin, I remember, You're worth ten. Quarter, quarter Big and bold, You're worth twenty-five I am told! Book: “Let’s Talk about Money” Play Money Large Display of coins 50 State Quarters Collection Other bills || Assessment ** How will student learning be assessed? Authentic/Alternative assessments? Are you using a rubric? Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || The students will demonstrate their prior knowledge regarding coins by doing a KWL chart. At the end, will go finish the KWL chart. Informal assessment: Worksheets with coins and their value. ||
 * **Resources/Materials**
 * **Exceptionalities**

What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || The use of large display of money. Poem will be read aloud by teacher and students. It will be read more than once. Students can work in pairs when doing worksheets and if needed they will have more time to finish. || Students will take more worksheets home so they can practice. Students will have a copy of the poem. Students will be encouraged to learn more about the 50 States Quarters Collection. ||
 * **Discussion Notes** ||

Teacher(s) Name: __Jena Hoffman, Mayra Rivera, Rachel Stahl, Courtney Hutchinson, Kelly Iliff__ Thematic Unit Theme/Title/Grade Level: __Money/Money Counts/First Grade__ Wiki space address: __ucfgr1moneysp09.wikispaces.com__ = Daily Lesson Plan Day/Title: __Tuesday/Symbols on Coins and Bills__ = //-The student will be able to recall which coins have what presidents on them.// //-The student will be able to say three facts about assigned presidents.// //-The student will be able to complete the quiz in the back of the workbooks in order to assess their understanding of the material.// || || NCSS Theme VI: Power, authority, and governance //SS.1.A.2.4 – Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.//
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson? ** || //-The student will recognize presidents on the one, two, and five dollar bill.//
 * **NCSS Themes/Sunshine State Standards** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

//SS.1.C.3.2 – Recognize symbols and individuals that represent American constitutional democracy.//

//LA.1.2.2.3 – Organize information found in nonfiction text through charting, listing, mapping, or summarizing.//

//LA.1.6.2.3 – Write a simple report with a title and three facts, using informational sources.// || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || //1. Introduce the day’s lesson by reviewing the subject covered the day before. This will be a brief review of coins and their history and worth.// //2. Explain to the students that today, we will be learning about who is on money, why they are there, and different symbols that are on coins and paper money.// //3. The teacher will begin by showing the students the large play money (only the paper money).// //4. The teacher will pass out the play money so the students can touch and see the differences between different paper money.// //5. The teacher will access prior knowledge by asking the students if they remember what amount each bill is worth. The teacher will then ask the students if they recognize or know any of the presidents or symbols located on the money.// //7. The teacher will then show the PowerPoint showing the different symbols located on the paper money. During the presentation the teacher will take breaks to write different information down about each of the Presidents.// //9. After the presentation, the teacher will then ask “Whoever is holding the dollar bill with George Washington on it, please raise your money!” This will continue for the one and five dollar bills.// //10. After, the students will be given construction paper. They will also have the choice of picking Abraham Lincoln, George Washington, or Thomas Jefferson’s head. They will create a “President Fact Man” by listing three facts (of their choice!) on the body. They will then glue the head, arms, and legs onto the body in order for the students to display in the classroom. Each student will choose a different President and have their choice of the facts they put on its body!// //11. The teacher will then pass out the “big coins.” The teacher will ask the same questions regarding their prior knowledge on the United States coins.// //12. The teacher will then ask if any of the Presidents look familiar (according to the paper money we just learned about). Discussions are encouraged!// //13. The students will then be given a packet including information about coins and paper money in a Ziploc bag. The students will construct their own “US Money Book” using the given information. They will create the booklet using the information they have previously learned as well as context clues.// //14. After they are constructed, the teacher will go through an d read each piece of information. The teacher will model how to write “$1.00” on the board and the students will copy them accordingly into their book. Give time for coloring.// //15. The students will then complete the two quizzes to assess their understanding of the information.// //16. The teacher will wrap up the lesson by displaying the large money in front of the classroom. The teacher will hold up various coins and ask, “How much are two pennies together?” This will be the introduction into the next day’s lesson.// || || * //Big play money (coins and dollars)// · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || * //The students will be asked to participate in a discussion before the lesson on paper money. They will be asked if they recognize any symbols or Presidents on the money.// What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || * //The use of big paper money and coins is a great way to involve students. By displaying the enlarged 5 dollar bill on a bulletin board in the classroom, the students will be able to go up at any time and use it as a resource.// · // Make sure that the students are accessing their prior knowledge of President’s and their contributions to society. // · // Allow for student discussion during activity. // · // Allow the students to create their “President Fact Man” in any way they want. Use the premade one as a guide, but not as a rubric! // · // For homework, tell the students to go home and ask their parents for any information they know about money. Have them ask questions such as, “Is there a million dollar bill? If so, who is on it?” Having them inquire about topics that may interest them will have them understand the material more efficiently. //
 * Student Activities & Procedures
 * ==Resources/Materials ==
 * //Construction paper (black, green, tan, white)//
 * //Money, Money, Money: The Meaning of the Art and Symbols on United States Paper Currency by Nancy Winslow Parker//
 * //Markers, crayons, colored pencils//
 * //Enough coins and money booklets for student reference and assessment//
 * //Glue//
 * //Scissors//
 * //Ziploc bags//
 * //George Washington, Thomas Jefferson, and Abraham Lincoln heads (cutout)// ||
 * **Assessment**
 * //Throughout the discussions, students will have discussions aloud to check understanding and comprehension of material.//
 * //The students will be asked to participate in a discussion before the lesson on coins. They will be asked if they recognize any of the same Presidents or symbols on the coins that they learned about on the paper money.//
 * //After the lesson has come to a close, the students will complete two quizzes in the back of their “US Money Book” to check their understanding of the topic.// ||
 * ==Exceptionalities==
 * //There will be a center dedicated to Money. In this center, vocabulary such as “Quarter, George Washington, Dime…” will be displayed in large text. The students will be able to take the words to their desk for extra assistance.//
 * //For gifted students, the Money, Money, Money: The Meaning of Arts and Symbols on United States Paper Currency will be available. The students can go throughout the book and gather more information for their books and president facts.//
 * //Make sure that additional assistance is available to students. Group work is encouraged and highly recommended!// ||
 * ==Discussion Notes== ||

||

Teacher(s) Name: __Rachel Stahl, Jena Hoffman, Mayra Rivera, Courtney Hutchinson, Kelly Iliff__ Thematic Unit Theme/Title/Grade Level: Money/Money Counts/1st Grade Wiki space address: ucfgr1moneysp09.wikispaces.com = Daily Lesson Plan Day/Title: Wednesday/ Counting Money and Making Change =  || The student will begin understanding coin and bill values up to $5. The student will be able to skip count with money. The student will be able to solve problems and make different amounts of change by adding and subtracting. The student will listen to, understand, and reflect on fiction and nonfiction read-alouds. The student will understand the worth of United States money. ||   || MA.1.A.1.1: Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend." MA.1.A.1.4: Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems.  MA.1.A.6.2: Solve routine and non-routine problems by acting them out, using manipulatives, and drawing diagrams.  LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text;  SS.K.A.1.1: Develop an understanding of how to use and create a timeline.  SS.1.E.1.1: Recognize that money is a method of exchanging goods and services.  SS.K.E.1.2: Recognize that United States currency comes in different forms.   || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Introduce the lesson by reviewing the material from the day before. Do an informal review by asking the students about the different symbols that are on some of the coins and bills.
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * **NCSS Themes/Sunshine State Standards **List the overall theme and then each standard. Cutting and pasting from the website is allowed. 
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **

2. Explain to the students that today they will be learning about how to count and make change with some of the coins and bills that they learned about in the prior days.

3. Put one of each of the coins, plus a one and five dollar bill, of the play money up on the doc cam and ask the students what each is called. Then, ask them if they know how much each individual piece of currency is worth.

4. Use the “Let’s Count Money” and “United States Money” posters to review the worth of each coin. Use a pointer to show them how you can skip count the different amounts on the poster, modifying your speech to be slow so that the students can understand you.

5. Go on to the National Geographic Young Explorer website. Click on the January February edition and watch the first page of the “Money Counts” Section of magazine. Explain the format of a time line and allow the students to hear about the different ways pennies have changed over time. Replay it for them if needed.

6. Before having the students do it aloud, let the students listen to the “Money Counts” audio that helps them count coins and skip count.

7. After hearing it one time, play it again. But, this time, have the students sing and count along with the audio to get practice of counting the coins.

8. Pass out one dollar worth of play money, made up of coins, to every student in the class. Perform a read-aloud to the students of //Alexander, Who Used to Be Rich Last Sunday//, by Judith Viorst. As you read the story, have the students take away the amount of money Alexander loses as the story goes on. Stop frequently for the students to share what combinations of coins they used to make about the certain amounts of money.

9. After reading the story, have the students tell you their thoughts about how Alexander spent his money. Explain to them that saving their money and spending it in a smart way is very important.

10. Explain further that tomorrow they will be learning all about how to spend and save money so they do not end up like Alexander. Also tell them that they will be learning about other ways to spend their money through buying goods and services, other than what Alexander spend his money on.

11. Have the students write some of their own addition and subtraction problems into their math journals. After they have a few, have them pair up with their elbow partner and let them do each other’s math problems. Let them do this while using the play money. ||  || Doc Cam “Let’s Count Money” chart “United States Money” chart Play money [] // Alexander Who Used to Be Rich Last Sunday //, by Judith Viorst Money Counts worksheet || · How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · <span style="font-size: 9pt; font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || Pre assessment: Have a picture of a quarter and a picture of a nickel drawn on the board being added together. Ask them to do their best and write down in their journals how much these two coins are worth together.
 * == Resources/Materials ==
 * **<span style="font-family: 'Times','serif';">Assessment **

Post assessment:

“Money Counts” worksheet that has different addition and subtraction problems on it that are shown through pictures of the currency, rather than the numerals.

Write your own addition and subtraction problems up on the board in regular numerals. Have the students use their play money to form the problems on the desk with the play money, and then use the coins to find the answer. <span style="font-size: 10pt; font-family: 'Times','serif';"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * == Exceptionalities ==

|| -   Use of hands on activities with the play money throughout the lesson. -  Use of technology with the “Money Counts” section of the National Geographic Young Explorer -  Use of small groups/ partners to practice new material -  Modifying your speech so the students can better understand you <span style="font-family: 'Times','serif';"> ||
 * == Discussion Notes == || Be sure to have and give enough play money to each student so they are able to come up with a variety of addition and subtraction problems.

Activate prior knowledge before reading the story by asking the students what some things are that they spend money on.

For homework, ask the students come up with four addition and/or subtraction problems. But instead of using the numerals have them draw pictures of the coins. Allow the students to switch papers the next day in class and try and answer each other’s questions. <span style="font-family: 'Times','serif';"> ||

Teacher(s) Name: <span style="color: black; font-family: Arial,sans-serif;">__Courtney Hutchinson,__ <span style="color: black; font-family: Arial,sans-serif;">__Rachel Stahl, Jena Hoffman, Mayra Rivera, Kelly Iliff__ Thematic Unit Theme/Title/Grade Level: <span style="color: black; font-family: Arial,sans-serif;">__Money/Money Counts/First Grade__ Wiki space address: <span style="font-family: Arial,sans-serif;">__http://ucfgr1moneysp09.wikispaces.com__ = Daily Lesson Plan Day/Title:   <span style="color: black; font-family: Arial,sans-serif;">__Thursday/Earning, Spending, and Saving__ = <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Arial','sans-serif';"> || <span style="font-size: 11pt; font-family: 'Times','serif';"> <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Verdana','sans-serif';"> || · <span style="font-size: 9pt; font-family: 'Times','serif';">What best practice strategies will be implemented? · <span style="font-size: 9pt; font-family: 'Times','serif';">How will you communicate student expectation? · <span style="font-size: 9pt; font-family: 'Times','serif';">What products will be developed and created by students? || || <span style="font-size: 9pt; font-family: 'Times','serif';"> || || · <span style="font-size: 9pt; font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · <span style="font-size: 9pt; font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || <span style="font-size: 10pt; font-family: 'Times','serif';"> <span style="font-size: 10pt; font-family: 'Times','serif';"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * <span style="font-size: 11pt; font-family: 'Times','serif';">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Arial','sans-serif';">Students will identify something they want to save their money for and why by writing and drawing.
 * <span style="font-family: 'Arial','sans-serif';">Students will identify ways to earn money.
 * <span style="font-family: 'Arial','sans-serif';">Students will decide to spend or save money they have earned.
 * <span style="font-family: 'Arial','sans-serif';">Students will count coins and read price tags to determine if they have enough money to by an item.
 * **<span style="font-family: 'Times','serif';">NCSS Themes/Sunshine State Standards **<span style="font-size: 10pt; font-family: 'Times','serif';">List the overall theme and then each standard. Cutting and pasting from the website is allowed. <span style="font-family: 'Times','serif';">
 * <span style="font-family: 'Arial','sans-serif';">NCSS Theme: Economics
 * <span style="font-family: 'Arial','sans-serif';">SS.1.E.1.2 - Define opportunity costs as giving up one thing for another. (i.e. buying candy versus saving for later purchase.)
 * <span style="font-family: 'Arial','sans-serif';">SS.1.E.1.5 - Recognize the importance of saving money for future purchases.
 * <span style="font-family: 'Arial','sans-serif';">SS.1.E.1.1 - Recognize that money is a method of exchanging goods and services.
 * <span style="font-family: 'Arial','sans-serif';">LA.1.1.6.2 - The student will listen to, read, and discuss both familiar and conceptually challenging text;
 * <span style="font-family: 'Arial','sans-serif';">LA.1.3.5.1 - The student will produce, illustrate, and share a variety of compositions. <span style="font-family: 'Calibri','sans-serif';">
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * 1) <span style="font-family: 'Arial','sans-serif';">Read the book **<span style="font-weight: normal; color: black; font-family: Arial,sans-serif;">__Uncle Jed’s Barber Shop__ ** **<span style="font-weight: normal; color: black; font-family: 'Arial','sans-serif';">by: Margaree King Mitchell, ** about a black girl’s uncle who perseveres through obstacles to save enough money to open his own barber shop.
 * 2) <span style="color: black; font-family: 'Arial','sans-serif';">Use this to begin a class discussion on the fact that we can do two things with our money: spend it or save it. Some things cost a lot of money and we have to save until we have enough to buy it. What would have happened if Uncle Jed had spent his money? <span style="font-family: 'Arial','sans-serif';">
 * 3) <span style="color: black; font-family: 'Arial','sans-serif';">Ask: How can we earn money? (what can we do?-jobs) Tell students that we are going to play a game about ways we can earn money, and while we do, they will have a chance to earn money by guessing. <span style="font-family: 'Arial','sans-serif';">
 * 4) <span style="color: black; font-family: 'Arial','sans-serif';">Play charades: have one student at a time silently act out a job that you describe for them. Tell the other students to raise their hand if they have a guess about what the job might be, but do not say it before they are called on. If students are having a hard time, give them a clue (i.e. this person cuts hair). After they guess, show the “job card” that has a picture of the person doing the job. Give students play money for guessing a job correctly.
 * 5) <span style="color: black; font-family: 'Arial','sans-serif';">Engage in class discussion by asking questions: Does everyone do the same job? How do you think people decide what job to do? (They pick jobs they are good at, they pick jobs that pay good money, they pick jobs they like, etc.) Every job is important. What are some other jobs that people could do to earn money? What are some jobs you think you would like to do? <span style="font-family: 'Arial','sans-serif';">
 * 6) <span style="color: black; font-family: 'Arial','sans-serif';">Introduce the next activity by saying, “Now that we have earned some money, we have a choice to make about what we are going to do with our money.” We have to make choices because we cannot buy everything. For example, we could buy a little piece of candy now or we could save for a bigger purchase, like a bike, that we buy later. <span style="font-family: 'Arial','sans-serif';">
 * 7) <span style="font-family: 'Arial','sans-serif';">Display fabric piggy bank chart and pictures of items to buy with price tags. Have students take turns deciding what they will do with the money they earned: save it by sticking it to the piggy bank, or spend it by choosing an item to buy.
 * 8) <span style="font-family: 'Arial','sans-serif';">Encourage discussion and ask questions: how much money do you have? Review worth of/counting coins from previous lesson. Is this something you can buy now or do you need to save to buy it? If purchase requires change, review making change skills form previous lesson. What are some other things we could spend our money on or save it for? Where is a good place to keep money we are saving? (piggy bank, bank – it is important to keep money in a safe place) Possibly draw attention to money that is saved as a class, toward the end of the activity, and what we could do with it as a group. Talk with students about what you would do with money to demonstrate good choices.
 * 9) <span style="color: black; font-family: 'Arial','sans-serif';">Wrap up the lesson with a quick review of what has been learned and have students make a “piggy bank portfolio,” to remind them about saving their money. After coloring a picture of a piggy bank, students will glue it onto a piece of construction paper and then staple the edges to another sheet of construction paper to make a pocket folder. This will be used to store their work from throughout the unit. <span style="font-family: 'Arial','sans-serif';">
 * == Resources/Materials ==
 * **<span style="font-weight: normal; font-family: Arial,sans-serif;">__Uncle Jed’s Barber Shop__ **<span style="font-family: 'Arial','sans-serif';"> **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">by: Margaree King Mitchell **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Job cards **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Play money (with Velcro) **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Fabric piggy bank chart **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Pictures of items to buy (or actual items) **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Price tags **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Markers, crayons, glue, stapler/staples, construction paper, piggy bank template (on the home page of this wiki) **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Blank top handwriting paper for assessment activity: [] **
 * **<span style="font-family: 'Times','serif';">Assessment **
 * 1) **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Prior to this lesson (pre-assessment), have students answer these questions by writing in their learning log: what do we use to buy things? How can we earn money? What can we do with our money? **
 * 2) **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">After this lesson, introduce assessment activity by saying “Just like Uncle Jed in the story we read had something that he really wanted and then saved up for, you are going to pick something that you could save your money to buy.” Students will choose something they will save for, draw a picture, and write 3 sentences describing why they want to want buy it, what they can do to earn the money, and where they will keep their money. **
 * 3) **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Students’ participation in discussions and classroom activities will also be observed to assess their understanding of the material. **
 * == Exceptionalities ==

|| <span style="font-family: 'Times','serif';"> <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Times','serif';"> ||
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">The use of pictures/visuals throughout the lesson, play money, and hands on activities will be helpful for students with exceptionalities and ELL students. **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">ELL students may work with a buddy for help completing their writing assignment. **
 * **<span style="font-weight: normal; font-family: 'Arial','sans-serif';">Gifted students may be provided with resources to further research a job they are interested in. **
 * == Discussion Notes == || <span style="font-family: 'Times','serif';">
 * <span style="font-family: 'Arial','sans-serif';">Long-term project: Class store. Students earn play money in the classroom for things such as: staying on task, making progress, doing homework, helping a peer, etc. The money can then be used to purchase items from the store. Students will have to practice making decisions about if they want to use their money right away to buy something that costs a little bit of money or if they want to save to buy something that costs more. The “piggy bank portfolio” can be used to keep money they earn that they want to save for a later purchase.
 * <span style="font-family: 'Arial','sans-serif';">Additional Activity: Students can come up with questions to interview their parent/other family member about a job (what the parent does or one they are interested in), spending, or saving.
 * <span style="font-family: 'Arial','sans-serif';">[[image:piggy_bank_chart_with_velcro_money.jpg caption="piggy bank chart with velcro money"]]
 * <span style="font-family: 'Arial','sans-serif';">[[image:piggy_bank_portfolio.jpg caption="piggy bank portfolio"]]

This is a powerpoint template that can be used to create a Jeopardy game.

Teacher(s) Name: __Jena Hoffman, Mayra Rivera, Rachel Stahl, Courtney Hutchinson, Kelly Iliff__ Thematic Unit Theme/Title/Grade Level: __Money/Money Counts/First Grade__ Wiki space address: __ucfgr1moneysp09.wikispaces.com__ =** Daily Lesson Plan Day/Title: __Friday/ Jeopardy__ **= //-The student will be able to answer "Jeopardy" questions based on information learned throughout the week.// //-The student will be able to complete a comprehensive test on all of the information from the week in order to assess their understanding of the material.// || ** || NCSS Theme VI: Power, authority, and governance
 * = **What will students accomplish / be able to do at the end of this lesson?**= || //-The student will be able to recall information from the last four days.//
 * **NCSS Themes/Sunshine State Standards**
 * List the overall theme and then each standard. Cutting and pasting from the website is allowed.

//SS.1.A.2.4 – Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.//

//SS.1.C.3.2 – Recognize symbols and individuals that represent American constitutional democracy.

SS.1.E.1.1: Recognize that money is a method of exchanging goods and services. SS.K.E.1.2: Recognize that United States currency comes in different forms.

NCSS Theme: Economics

SS.1.E.1.2 - Define opportunity costs as giving up one thing for another. (i.e. buying candy versus saving for later purchase.)

SS.1.E.1.5 - Recognize the importance of saving money for future purchases.

SS.1.E.1.1 - Recognize that money is a method of exchanging goods and services. // || Teacher Activities/Student Activities**** · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? ** || //1. Introduce the day’s lesson by reviewing the subject covered the day before. This will be a brief review of spending and saving.// //2. Explain to the students that today, we will be learning playing Jeopardy to review and then taking a test.// //3. Divide the class into 3 groups and allow the students to arrange their desks however they want in order to discuss the questions. 4. Choose one "score keeper" to keep score up at the white board. 5. Choose one "group leader" for each group that will be in charge of getting the final answers together. 6. Let each group choose their question. If they do not answer correctly, the first group to raise their hand will have the chance to "steal". 7. The winning group will get play $5 bills, and the rest of the class will get play $1 bills. 8. Next, the students will take their test. Explain that it has the same questions that we just went over, and it will test how much they remember about money.// ||
 * **Student Activities & Procedures
 * =====**Resources/Materials**=====

|| * //Poster Board// · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes ** || * //The students will compete against each other in Jeopardy in 3 groups with questions from all four days of lessons.// ** || * //The Jeopardy questions will be read slowly and clearly for ESOL students.//
 * //Index Cards w/ $100, $200, $300, $400, or $500 worth on one side and Jeopardy questions on the other//
 * //Dry Erase Markers to keep score on the white board//
 * //Test (Below)// ||
 * **Assessment**
 * · How will student learning be assessed? Authentic/Alternative assessments?
 * //The questions will be worth $100, $200, $300, $400, or $500. The team at the end with the most points will receive play $5 bills, and the rest of the class will receive play $1 bills.//
 * //After Jeopardy, the students will take a paper test on all of the questions used in the Jeopardy game.// ||
 * =====**Exceptionalities**=====
 * What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * //Students will be encouraged to work as a group to answer Jeopardy questions.//
 * //For gifted students, the chance to be "group leader" or "score keeper" will be available. This "group leader" will be in charge of giving final answers and organizing everyones thoughts. The "score keeper" will be up at the board writing down all of the points earned and adding them up at the end.//
 * //ESOL students will be given extra time, if necessary, on the test.// ||
 * =====**Discussion Notes**===== || =====Make sure that there are five questions from each day on the Jeopardy board.=====

Make sure students are comfortable with all of the information before being tested, and allow enough time for students to complete the assessment. (ESOL students may need extra time.)
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