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Earning, Spending and Saving Money
Transcript of Earning, Spending and Saving Money
Earning, Spending and Saving Money
Independent Practice/ Evaluation
Earning, Spending and Saving Money
Guided Practice and Monitoring
Second Grade Dual Language Classroom
•Recognize that people make choices about how they earn, spend and save money.
(9) Economics. The student understands the value of work.
The student is expected to:
(A) explain how work provides income to purchase goods and services; and
(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
(c) Cross-curricular second language acquisition essential knowledge and skills.
1.1(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
1.1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
1.2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
1.2(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
1.2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
1.2(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;
1.2(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and
1.2(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
1.3(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
1.3(E) share information in cooperative learning interactions;
1.5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
•Projector to display PowerPoint and online game.
•Magazines or store advertisements
•Plastic or glass jar
•Book- “A Chair for my mother” by Vera Williams
savings, save, goal, earn, choice, bank, diner, coins, tips, bargain
Today we are going to discuss the importance of saving money. Pretend you wanted a really cool video game that cost 50 dollars but you only had 10 dollars to spend. Instead of the video game you could buy a really cool 10 dollar transformer or doll. Would you buy that really cool 10 dollar toy, or would you wait and save for the video game that cost 50 dollars?
Display the words save, goal and savings on the board. Explain the definitions and difference between save and savings.
Explain to students that everyone must choose. People, rich and poor, young and old, must address the problem of wanting more than they can have. In stores, there are many products that look like things we want and need. How do we decide what it is we will spend our money on?
Introduce the book, “A Chair for My Mother” by Vera Williams. Tell students that the characters in the story want to buy a special item that they cannot afford. Ask students to make a prediction about what the family’s goal might be and how they will save to reach their goal.
After reading ask questions about story.
“What did the family want to buy?”
“Why didn’t they just buy a new chair after their old one burned?
“What choices did the family make in order to buy the chair?” Why?
“Where did the family save their money? “Why?
“At the end of the story was it worth the wait for the family?”, “How did they feel?”
Teacher and students will play an online interactive game where students can decide whether an item takes less time or more time to save for. Following the game the teacher will present a power point slide that will teach the students the ABC’s of Savings.
In pairs students will create a t-chart on a blank piece of paper and label one side “Things you can buy now” and the other “Things you have to save for”. Using magazines students will cut and paste pictures and discuss which items fall under the appropriate section. The teacher will monitor and assist students as needed.
Ask students, “We know the family in the story saved their money in a big jar; where else could they have saved their money? Why is it better to save your money in a bank instead of a jar? Explain to student s the importance and benefits of saving money in a bank.
Intermediate Level Learners:
Students will complete the same activity with vocabulary cards containing definitions.
Low Level Learners:
Students will complete the same activity above. They will be provided vocabulary cards with matching definition followed by an example or scenario for each word to assist in their writing.
Students will write a paragraph followed by a picture about a choice they have made about earning spending or saving money. Students may write about an actual realistic event or may use their imagination to write a fictional story. Remind students that the story should include information about earning, spending, and saving money. Student's will be provided vocabulary cards with matching definition followed by an example or scenario for each word to assist in their writing.
High Level Learners:
Students will write a story about a choice they have made about earning, spending or saving money. Students may write about an actual realistic event or may use their imagination to write a fictional story. Remind students that the story should include information about earning, spending, and saving money.
Word Wall Center
Science center: Use magnets to identify if money is real or fake. Using a scale answer these questions- “How many pennies weigh the same as 10 quarters?” Repeat with, “How many dimes….?” and “How many nickels……..?”
Math Center: Sort coins and write down total value for each group of coins, classroom store, estimating how many pennies are in the jar.
Writing prompts- If you had 100 dollars I would buy? How much would you save in the bank? Would you save to buy something you need or want? Write about an important piece of furniture in their house.
http://www.gpbkids.org/countonit/1stgrade/money/- a computer game where students will identify the correct coins for nine items.
http://www.hbschool.com/activity/counting_money/ This site allows students to practice counting different coin combinations.
Identify and write words from the word wall related to content learned. Words may include saving, save, choices, goal and earn, bank, money, penny, nickel, dime and quarter, cents and change.
Student will have the choice to log in into “Brain Pop Jr” and watch the video titles ‘Spending and Saving”. After viewing the video, students will create a weekly budget using the handout titled “Weekly Budget”. As an independent activity the students will decide how they will earn their money, how they will make their money, what they will spend their money on and how much it will cost. Students will compute the totals earned and subtract the total spent to figure how much they have saved.
ESL: Conga Line Activity using Vocabulary words- savings, save, goal, earn, choice, bank, coins, tips, bargain
Prior to beginning activity students will be given an index card and one vocabulary word. The student will write their word on the front followed by the definition in their own words. On the back the student will write one sentence using their vocabulary word.
ESL’s will form two conga lines facing each other. Each student will use their index card with their word to read, give the definition and use it in a sentence to their facing partner. When the teacher rings the bell each student will move left or right depending on the teacher’s instructions. The students will again read, provide a definition and sentence for their new facing partner. The game should end after one complete rotation.
Vera B. Williams was born in Hollywood, California on January 28, 1927. Her family moved to New York when she was young. She graduated from New York’s High School of Music and Art. She went on to college at the Black Mountain School in North Carolina, an experimental school where learning was a community activity. After leaving Black Mountain she helped found the Gate Hill Cooperative Community, where she taught for almost twenty years. She also taught at alternative schools in New York and Ontario in the 1960s and 1970s.
She began sketching in childhood and wrote and sketched for many years, but did not enter the world of children’s books until she was asked to illustrate Hooray For Me! by Remy Charlip (c1975).
Her picture books are known for bright, colorful watercolor illustrations with beautiful borders. She is also known for her use of working class people and families in the stories and illustrations.
Vera B. Williams. Fifth Book of Junior Authors and Illustrators; Junior Authors Electronic. (1983). Retrieved January 28, 2010, from Biography Reference Bank database: http://research.cincinnatilibrary.org:2082/.
Vera B. Williams: In her own words. (2001). Retrieved January 28, 2010, from http://www.kidsreads.com/authors/au-williams-vera.asp#view
A chair for my mother. New York: Greenwillow Books, 1982.
This was the first book to feature Rosa, her mother and grandmother. A year after a fire destroyed everything, they have finally saved enough in the change jar to buy a big comfortable chair for their new apartment. ALA Notable Children’s Book, Boston Globe-Horn Book Award, Caldecott Honor Book, Reading Rainbow Book, SLJ Best Children’s Books of 1982
Something special for me. New York: Greenwillow Books, 1983.
The change jar is getting full again and Rosa gets to spend the money on a birthday present for herself. After trying on roller skates, new clothes, and nearly purchasing camping equipment she decides that she’s like an accordion like her “other grandma used to play”. ALA Notable Children’s Book , SLJ Best Children’s Books of 1983
A chair for always. New York: Greenwillow Books, 2009.
Rosa’s new cousin is born and Grandma wants to reupholster or cover the worn chair for Baby Benji. Rosa refuses though, the velvet roses bring back memories, and she’s not ready to let go.
Spanish Version of handout:
Check for understanding
Students will explain 3-5 of their decisions on paper in a short paragraph (3-5 sentences) and then present in a whole group discussion.