Design for Instruction (DFI) SSE 3312 Unit Plan
Theme: _Economics (money)_____Grade level:_1st grade_
Group Members: __Kahley Novak____
__Maria Rico_______
__Jessica Corcoran____
Pre-Post assessment ideas: Short quiz given at least a week in advance prior to the lesson.
1. What is the difference between a good and a service?
2. Give at least 3 examples of things you need.
3. Give at least 3 examples of things you want.
4. What is a scarce resource?
5. What are different ways of saving money?
Outline below, what will take place on each day and who is responsible for the lesson plan!
Day 1: Maria Rico
Common Core State Standard(s):
● LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Next Generation Sunshine State Standards:
● SS.1.E.1.5 Recognize the importance of saving money for future purchases
● SS.1.E.1.1Recognize that money is a method of exchanging goods and services.
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
· Teach coin song, talk about money, how you get it how you can use it, what it looks like.
· Talk about inventing a toy or something that they will sell at the end of the week.
· Have students come up with; name of company, name of toy and what it does.
· Read “Money Madness” by David A. Adler
· Have class discussion on how it is related to economics.
Day 2: Kahley Novak
Common Core State Standard(s):
● LAFS.1.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text
Next Generation Sunshine State Standards:
● SS.1.E.1.1-Recognize that money is a method of exchanging goods and services
● SS.1.E.1.3-Distinguish between examples of goods and services
● SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
· Coin song
· Discuss goods and services
· Let them work on invention
· Have students come up with how much it would be.
Day 3: Jessica Corcoran
Common Core State Standard(s):
● LAFS.1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
● SS..1.E.1.5 Recognize the importance of saving money for future purchases.
● MAFS.1.MD.2.a Identify and combine values of money in cents up to one dollar working with a single unit of currency.
● SS.1.E.1.3-Distinguish between examples of goods and services
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
· Coin song
· Review day 1 and 2 (pull up t-chart and talk about it allow students to discuss),
· Talk and show examples of what advertisements look like use computer or interactive whiteboard,
· Let them work on invention (come up with an ad trying to sell their invention).
· Read book, ask questions about it, try to make it relatable to them.
· Math activity.
Day 4: All
Common Core State Standard(s):
● LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Next Generation Sunshine State Standards:
● SS.1.E.1.5 Recognize the importance of saving money for future purchases
● SS.1.E.1.1Recognize that money is a method of exchanging goods and services.
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
● SS.1.E.1.2 Define opportunity costs as giving up one thing for another.
● SS.1.E.1.6 Identify that people need to make choices because of scarce resources
· Coin song
· Review day 1 and 2 by doing activity as a whole class
· http://www.econedlink.org/lessons/index.php?lid=642&
· Review day 3
· Talk about things that they would like to save for and figure out how they are going to do it
Day 5: All
Common Core State Standard(s):
● MAFS. 1MD.2.a identify and combine values of money in cents up to one dollar working with a single unit of currency: a)identify the value of coins (pennies, nickels, dimes, quarters)
Next Generation Sunshine State Standards:
● SS.1.E.1.1-Recognize that money is a method of exchanging goods and services
● SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services
● SS..1.E.1.5 Recognize the importance of saving money for future purchases.
● SS.1.E.1.2 Define opportunity costs as giving up one thing for another.
· Coin song
· Review days 1 and 2 by talking about the products they are going to sell, who is going to sell them, and who is going to buy them. Talk about how they are going to buy it and with what?
· Talk about how they are going to simulate a toy store.
· Choose a handful of students to be cashiers, and the others to be consumers.
· Give consumers a budget for going shopping.
· Allow cashiers to switch so that they can experience being consumers.
· Discuss what it was like to be a consumer, and a cashier, how it felt to be able to sell their toy. Why they did not buy all of the toys and why they were able to buy just one or a couple and why they choose them?
· Have students take post-test.
Theme: _Economics (money)_____Grade level:_1st grade_
Group Members: __Kahley Novak____
__Maria Rico_______
__Jessica Corcoran____
Pre-Post assessment ideas: Short quiz given at least a week in advance prior to the lesson.
1. What is the difference between a good and a service?
2. Give at least 3 examples of things you need.
3. Give at least 3 examples of things you want.
4. What is a scarce resource?
5. What are different ways of saving money?
Outline below, what will take place on each day and who is responsible for the lesson plan!
Day 1: Maria Rico
Common Core State Standard(s):
● LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Next Generation Sunshine State Standards:
● SS.1.E.1.5 Recognize the importance of saving money for future purchases
● SS.1.E.1.1Recognize that money is a method of exchanging goods and services.
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
· Teach coin song, talk about money, how you get it how you can use it, what it looks like.
· Talk about inventing a toy or something that they will sell at the end of the week.
· Have students come up with; name of company, name of toy and what it does.
· Read “Money Madness” by David A. Adler
· Have class discussion on how it is related to economics.
Day 2: Kahley Novak
Common Core State Standard(s):
● LAFS.1.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text
Next Generation Sunshine State Standards:
● SS.1.E.1.1-Recognize that money is a method of exchanging goods and services
● SS.1.E.1.3-Distinguish between examples of goods and services
● SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
· Coin song
· Discuss goods and services
· Let them work on invention
· Have students come up with how much it would be.
Day 3: Jessica Corcoran
Common Core State Standard(s):
● LAFS.1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
● SS..1.E.1.5 Recognize the importance of saving money for future purchases.
● MAFS.1.MD.2.a Identify and combine values of money in cents up to one dollar working with a single unit of currency.
● SS.1.E.1.3-Distinguish between examples of goods and services
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
· Coin song
· Review day 1 and 2 (pull up t-chart and talk about it allow students to discuss),
· Talk and show examples of what advertisements look like use computer or interactive whiteboard,
· Let them work on invention (come up with an ad trying to sell their invention).
· Read book, ask questions about it, try to make it relatable to them.
· Math activity.
Day 4: All
Common Core State Standard(s):
● LAFS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Next Generation Sunshine State Standards:
● SS.1.E.1.5 Recognize the importance of saving money for future purchases
● SS.1.E.1.1Recognize that money is a method of exchanging goods and services.
● SS.1.E.1.Su.d: Recognize that people buy goods in a store.
● SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
● SS.1.E.1.2 Define opportunity costs as giving up one thing for another.
● SS.1.E.1.6 Identify that people need to make choices because of scarce resources
· Coin song
· Review day 1 and 2 by doing activity as a whole class
· http://www.econedlink.org/lessons/index.php?lid=642&
· Review day 3
· Talk about things that they would like to save for and figure out how they are going to do it
Day 5: All
Common Core State Standard(s):
● MAFS. 1MD.2.a identify and combine values of money in cents up to one dollar working with a single unit of currency: a)identify the value of coins (pennies, nickels, dimes, quarters)
Next Generation Sunshine State Standards:
● SS.1.E.1.1-Recognize that money is a method of exchanging goods and services
● SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services
● SS..1.E.1.5 Recognize the importance of saving money for future purchases.
● SS.1.E.1.2 Define opportunity costs as giving up one thing for another.
· Coin song
· Review days 1 and 2 by talking about the products they are going to sell, who is going to sell them, and who is going to buy them. Talk about how they are going to buy it and with what?
· Talk about how they are going to simulate a toy store.
· Choose a handful of students to be cashiers, and the others to be consumers.
· Give consumers a budget for going shopping.
· Allow cashiers to switch so that they can experience being consumers.
· Discuss what it was like to be a consumer, and a cashier, how it felt to be able to sell their toy. Why they did not buy all of the toys and why they were able to buy just one or a couple and why they choose them?
· Have students take post-test.
- What is the difference between a good and a service?
- Give at least 3 examples of things you need.
- Give at least 3 examples of things you want.
- What is a scarce resource?
- What are different ways of saving money?