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First Grade Lesson
Transcript of First Grade Lesson
Counting sums of donations
Prepare and send boxes
"Lend a Helping Hand" Money Project for 2nd Grade
Week 1 Lessons
Week 2 Lessons
Connecting with the students in Kenya
Connecting with a bank personnel
Learning about how to operate the store
Nurturing global awareness and local humanitarianism while integrating the Florida Core standards
Teaching students financial awareness and the importance of money
Introducing beginning economics and how the money system works through the operation of a store
Learn the values of money
-Different coins are different amounts
-Not all dollars are the same amount
Watch and recite the “Coin Song”
Add and subtract money
- add money
- Add coins to 5, 10, 25, 50, 75, and a dollar with each coin
-we will set up a chart to keep track of our stores progress throughout the 3 weeks by adding each weeks profits, this chart will be on our website as well
-We will decide how much of each supplies should be in the store.
-We will decide how much each item should be priced
- On the iPad, "Amazing Coin" app
coin game- http://www.turtlediary.com/grade-1-games/math-games/counting-coins.html
The students will be given different types of magnifiers to observe bills and coins.
First, the students will explore the effects of magnifiers by observing American money.
Then they will use the internet to find out what the currency of Ghana looks like.
The students will draw and keep records of their findings in the chart.
They are expected to learn how magnifiers enlarge the view of an object and how they help to see more details on an object more clearly.They should recognize that the quarters have different designs on them, representing the 50 states. They are also expected to learn that there are different types of money other than the currency that we use.
The students will take home a worksheet on foreign currency. With the help from their caretakers, they will research on Internet to find out the currency being used in the countries listed. They are expected to print out and paste or draw the money on the chart as well.
1. SC.2.N.1.2 - Compare the observations made by different groups using the same tools.
2. SC.2.P.8.1 - Observe and measure objects in terms of their properties, including size,
shape, color, temperature, weight, texture, sinking or floating in water, and attraction and
repulsion of magnets.
Read “Something Good” by Robert Munsch
- Explain to kids how goods and services meet people’s needs.
-Recognize that people need to make choices to meet their needs.
-The students will make flashcards and separate their “wants” and “needs.”
-Make a piggy bank in class and decorate it.
-The students will be encouraged to bring coins from home. They will put this money in their piggy banks.
-The money will be added to the donations at the end of the project
Read "One Love" by Cedella Marley, and then, as a class, hold a socratic seminar about how what the characters in the book are doing, and how it relates to our project. We will then write individually in our journals about what we discussed.
We will also connect with the students and teachers in Ikumari School, Kenya via pen-pal and tell them about what we will be sending them. We will ask predetermined questions of their teacher, and answer any questions they may have for us.
- Measure a $1 bill using both inches and centimeters
- Make prediction, are all bills the same length?
- Test predictions
- Find things that are the same length of a bill
Keeping up with our store!
-We will add up the money earned from the store
-We will subtract what we have earned from our goal to see how much we have left to earn.
- We will update the chart we have in class and on our website
Skype a bank
- Tell them about our store & goal
- Ask questions about saving & spending
- Ask about how to use the bank
Read the Berestain Bears, Trouble With Money.
- Explain why we save money.
- Explain why a piggy bank is difficult to “save” with.
- Set up a spot in the classroom where all piggy banks can stay and teacher will be “bank teller” and kids will have to go through teacher to give/get money out of piggy bank.
- Webquest to learn about American coins http://www.usmint.gov/kids/
Sort the school supplies!
The students will sort the donated school supplies based upon the color, size, material, and shape.
They will keep records by filling in the chart with categories on them.
Then they will pack the school supplies.
They are expected to recognize the familiar objects and sort them by the physical characteristics. This activity will be incorporated with the counting money activity for mathematics.
The students will put together a money fact slide show, using the findings from all the money experiments they conducted. They will post the slide show on the class website for the final project.
1. SC.2.P.8.1 - Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
2. SC.2.N.1.5 - Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
Money and Gravity
The students will experiment the force of gravity by dropping coins and bills.
They are expected to learn what gravity is and why objects fall. They should be able to apply that knowledge to understand why people on the other side of the world do not fall off of the earth.
Does Money Sink or Float?
The students will be given an opportunity to touch the money. Then they will make predictions whether the coin or bill will sink or float. They will record their predictions in a chart. After the experiment, they will record the actual result. At the end they will be asked to sort the money into sink or float categories.
The students are expected to learn the differences between prediction and an actual result. They are expected to sort out objects by observing whether they sink or float in the water.
1. SC.2.P.13.3 - Recognize that objects are pulled toward the ground unless something holds them up.
2. SC.2.P.8.1 - Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
- Complete the profits chart
- What's the total
- Did we meet our goal
Wrapping up our store
-We will add up all money and supplies we have collected
-We will pack the boxes using our addition
-We will subtract the shipping cost from the total of donations ($7 per box)
- The students will be given a map of the world.
- The students will take a look at Kenya on Google maps and learn where it is on the map.
-Then the students will be told to color the country of Kenya. Also, they will be told to put a red dot where the school is vaguely located.
Zachary Mathenge Wanjau
Ikumari primary school
Introduction of the project
Discussion of importance of money
setting up the store
Posting the project to our class website
The Class will Skype again with the children in Kenya after they receive the boxes and monetary donation.
The organizations and people that have participated in this project will be invited to attend this event.
Update the website with the results and facts that the class has learned
The students will set up a school supply store within the school.
For every supply sold, the same item will be donated to the school children in Kenya- "Buy one, give one free"
The Students will also raise monetary donations through the store, as well as school-wide donation requests for the children in Kenya. This effort will be assisted by children from the National Junior Honor Society.
The students will also use raised money to donate to local donations with "Blessings in Backpack". The students will work with Students from the local High School to organize a "Kids for Kids" chapter at their own school.
The school in Kenya:
The Ikumari Primary School in Kenya serves over 400 children preK to 8th grade.
Each student and the teacher packs a shoe box filled with school supplies
Ex. 20 students + 1 teacher = 21 shoe boxes
The class will raise $200 in donations in addition to the shoe boxes
The class will send the donations to the children in Kenya.
The class will work with Blessings in a Backpack to establish a "Kids for Kids" chapter at their school.
• Mathematics :
1. MAFS.2.NBT.1.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2. MAFS.2.MD.3.8 - Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations1. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar. c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar
bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the
dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).
1. MAFS.2.MD.1.1 - Measure the length of an object to the nearest inch, foot, centimeter,
or meter by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes. 2. MAFS.2.NBT.2.5-Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
1. MAFS.2.MD.4.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
2. MAFS.2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Language Arts :
1. LAFS.2.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. LAFS.2.L1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Together we will make a list of supplies we will have in our store,
and put it up on the class website.
We will then write a friendly letter to the corporate office of The Center for Economic and Financial Education, Florida State College in Jacksonville
asking for donations for the supplies that we need.
In small groups, we will have them draw a flyer advertising the school wide
coin drive and our class project, and vote on our favorite.
We will then make the flyer on Adobe illustrator to put on the website
and around the school to advertise our store and our donation goal.
• Social Studies : 1. SS.2.C.2.4 - Identify ways citizens can make a positive contribution in their community. 2. SS.2.E.1.2 - Recognize that people supply goods and services based on consumer
Social Studies :
1. SS.2.E.1.4 - Explain the personal benefits and costs involved in saving and spending. 2.
SS.2.E.1.1 - Recognize that people make choices because of limited resources.
Social Studies :
1. SS.2.A.1.1 - Examine primary and secondary sources.
2. SS.2.G.1.1 - Use different types of maps (political, physical, and thematic) to identify map elements.
Write a short letter to the students in Kenya about ourselves, and how we raised money for the supplies. We will put one in each shoebox to send along with the contents inside.
Language Arts : 1. LAFS.2.SL.2.4 - Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences. 2. LAFS.2.SL.2.5 - Create audio recordings of stories or poems; add drawings or other
visual displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
-Webquest to learn facts about Kenya http://www.our-africa.org/kenya
Language Arts :
1. LAFS.2.RI.1.2 - Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.
2. LAFS.2.RI.2.6 - Identify the main purpose of a text, including what the author wants to
answer, explain, or describe..