1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Chelsea Fouts Social Studies-Economics 4 th Grade Spending and Saving

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: The main goals of the unit on saving/spending are: 1.) For students to understand the process of saving money-researching and choosing a bank, opening a savings account, gaining interest, etc. 2.) For students to learn about how to make wise money-making and money-spending decisions (budgeting, researching, etc.) Objectives: Content/Knowledge: 1.) Students will be able to describe the process of saving money; how money gains interest, benefits of saving money, etc. 2.) Students will be able to explain how to make wise money-making and money-spending decisions such as researching, budgeting, etc. Process/Skills: 1.) Students will be able to work collaboratively in a group as well as individually. 2.) Students will be able to communicate their ideas and opinions in several different ways; speeches, journal entries, etc. Values/Dispositions: 1.) Students will be able to understand the benefits of saving money. 2.) Students will be able to make wise decisions in saving/spending.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: I believe the concepts of saving and spending are very important for students to learn and be exposed to at an elementary age because they are concepts that students will have to deal with for their entire lives. I feel that the more they learn about these topics in elementary school, the better prepared they will be to make wise decisions with their money later on. Standards: State – Illinois Common Core or Learning Standards 15.B.2b Explain the relationship between the quantity of goods/services purchased and their price. 15.B.2c Explain that when a choice is made, something else is given up. 15.C.2a Describe the relationship between price and quantity supplied of a good or service. National – NCSS Themes -People have wants that often exceed the limited resources available to them. -Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with scarcity of resources.

5. Musical/Rhythmic

6. Musical/Rhythmic Activity: For this activity, students will watch a short video clip of a School House Rock song entitled, “Where the Money Goes.” The song is about spending money and the different expenses that come with things like homes, cars, etc. Students will then be divided into small groups of three and four and instructed to come up with a list of at least ten expenses that a typical family has to pay (these may include expenses such as car, phone, electric, and water bills, income tax, sales tax, etc.). The groups will then join together for whole class discussions to compare their lists. This activity is designed to introduce the unit on spending/saving, and should be fun for the students. Resources/Materials Needed: Link to Video Clip: http://www.youtube.com/watch?v=5Z8uw1zjjiE

7. Intrapersonal

8. Intrapersonal Activity: For this activity, students will be assigned the following writing prompt. They will then have to respond, working individually, with a one page journal entry. PROMPT: Imagine that you have just won the lottery. The prize money after taxes that has been awarded to you is a total of $1,000,000. Write about exactly what you would do with your earnings. How much would you save? How much would you give to others? How much would you spend? What exactly would you buy? Keep in mind that we will be budgeting out this prize money in a math project later on. Resources/Materials Needed: Prompt Question Journals

9. Logical/Mathematical

10. Logical/Mathematical Activity: For this activity, students will be creating a budget for the $1,000,000 project that they completed. They will have to factor in each expense, any money saved, and any money given away. Students will be given some library time to research the expenses of their various purchases, as well as any charities they may choose to donate to. Students MUST either save, spend, or donate all of the prize money. They must show all steps of the math work they have done (subtraction of each purchase, etc.). Resources/Materials Needed: Budgeting Worksheet

11. Verbal/Linguistic

12. Verbal/Linguistic Activity: For this activity, students will be creating posters to use as visual reminders for presenting their budgets to the class. The posters must include a list of all purchases made, how much money total they put into a savings account, and a list of any people/places in which they donated their money. Students will then prepare a short (3-5 minute) speech to give to the class about what they did with their $1,000,000. They will also explain their reasoning for their larger purchases (at least three). Posters will then be hung around the classroom for the remainder of the unit on spending and saving. Resources/Materials Needed: Poster Boards, colored pencils, markers, scissors, construction paper, glue, etc. Notes/Note cards, stopwatch, or any other necessary materials for students speeches

13. Interpersonal

14. Interpersonal Activity: For this activity, students will be divided into small groups of three and four. They will be instructed to work collaboratively as a team. Each team will be assigned a bank (a well-known bank/credit union; examples: CEFCU, Heritage Bank, Busey Bank, etc.) and must research that bank, coming up with an argument as to why it is best to save money there. They will research information on the following topics to later present/debate with the class: Interest Rates Customer Service Special Accommodations/Options Location How well-known/accepted it is by other bankers (popularity) Resources/Materials Needed: Access to library time

15. Body/Kinesthetic

16. Body/Kinesthetic Activity: For this activity, students will role play the process of gaining interest in a savings account. One student will be assigned to be the banker and one student will be assigned to be the saver (these names will be drawn at random). The remaining students will all act as amounts of money ($1, $5, $10, etc.). The students will then role play the process of gaining interest on money in a savings account. Using a stop watch, students will move into the “bank” as the interest increases on the money in savings. This activity is designed for students to be able to understand the process of interest gained on money saved in a bank. Resources/Materials Needed: Stopwatch Various signs reading “Banker,” “Saver,” and various amounts of money ($1, $5, $10, etc.)

17. Visual/Spatial

18. Visual/Spatial Activity: For this activity, students will study a pie chart of a girl’s budget for the month of February on a worksheet and answer a series of questions about that chart. Students will be given the option to work either independently, or in pairs. Resources/Materials Needed: Sally's Budget Worksheet

19. Naturalistic

20. Naturalistic Activity: For this activity, students will research different environmental organizations in the U.S. They may choose to work individually, in pairs, or in small groups (3-4 students). The situation they will be given is as follows: Students must choose one organization in which to invest $100,000 which has been granted to them by the school. They must explain their reasoning for their choice, as well as the different factors that went into their decision. Resources/Materials Needed: Links to websites: http://www.wri.org/?gclid=CLjU2sefoqkCFY hM2godHmhevQhttp://www.wri.org/?gclid=CLjU2sefoqkCFY hM2godHmhevQ http://earthjustice.org/about/offices/dc http://www.nature.org/ http://www.earthshare.org/who-we- support.htmlhttp://www.earthshare.org/who-we- support.html And many others

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: I will assess how much my students have learned by observing them during their group projects, questioning and guiding them during individual work and activities, listening to their class discussions and speeches, and grading their budgets and worksheets. If my students have excelled in these areas, I can deduct that they have gained the knowledge that I wanted them to gain from this unit about spending and saving money. Online Resources: http://www.delicious.com/cefouts/Economics