Mediha Penic
INTERNSHIP
The Kids’ Money Book
Activity 1: chapter 1 starting on page 6 to 9 but almost the whole chapter (any
ages will do for this activity)
All you need is yourself and a friend. Talk to a friend about bartering, or trading, so that
you can teach or exchange something of yours for something that you friends may have to
give or teach you. This is an easy way to get started on the value of trading and how to
apply it to everyday use.
The objective of this game is to teach your friend about a subject in school that he or she
is struggling with and for them to teach you something that you may be struggling about
in school. This will show you how to trade yet teach you something you may be having a
hard time with. While you are teaching you also develop more skill for that subject so
when it comes to trading again you can easily trade you reading skills for their writing
skills and so forth.
Students will demonstrate the value of trading by giving something to someone else for
something of theirs. Sharing things such as books, toys, knickknacks, collections, etc.
will get you the things you want. As we all know when we are at lunch and we don’t like
something our mother packed us we trade it for something that a friend has. Something
that they may want to trade will show you both how to compromise and still get what you
want.
SUPPLIES NEEDED: The only thing that the kids would need is something that they would
trade and themselves. That would be it.
Activity 2: this would be between chapter 1 and 2 pages 6 to 13(since this is a
bit more complicated I believe that it would be ok for 2nd and on, even thought it
could be a challenge a 1st grader could try it)
Get a group of about 10 to 20 students. Line them up in two lines so that are equally
numbered. From this point on you will answer questions about coins. What kind of coin is
it? How do you know? Last but not least you will also know the value as well as how to
add the value of coins.
When you are given a certain coin how do u know that kind of a coin it is? Start off by
challenging the two groups to identify what kind of coin it is. This will give you a better
photographic memory of the coin as well as being able to identify it as soon as you see it.
Also to make the game a little bit more challenging identify the value of the coins then
add them to find the answer. This will help you understand the concept of adding.
For those who have a hard time reading it might be a better idea to get familiar with the
way that the coin looks and feels. This will make them more familiar to write and find a
way to associate the sound of what the coin is called as well as its value. In this activity,
also for the ones who cannot read so much, make a poster board with columns of the
names of the coins for the students to place coins in. This could help them read and
know in which section to put the different coins in.
SUPPLIES NEEDED: for this exercise you will need about 20 students and either real coins or
you could cut out cardboard coins out so they could be better seen.
Activity 3: chapter 1 pages 10 to 13 (this is a little bit more of a challenge so in
case of misunderstanding the text the best way is to let fourth and fifth graders
have this activity)
In this exercise student will notice a date on the coin. They could use this as a learning
process of history and where they coin came from. Making a time line of historic events
that happened that year or making a time line of something that happened in your or your
family’s life.
Students can demonstrate the history or the coin according to the year that it was printed.
This can help them understand our history as well as the coin itself. How people used
money back then and what they used it for. Good way to share experiences and what
they would use the money for back then.
This is the perfect opportunity to share something in your history according to the year of
the coin. Time line as well as personal thought makes all the difference with recognition.
So for the students to understand personal though is the way to do it.
SUPPLIES NEEDED: all the students need is a piece of paper and they’re memory.
Activity 4: chapter 2 pages 14 to 19 (this activity will be more centered on third
and fourth graders)
In this exercise the students will be answering a series of questions. These questions are to
challenge the way you think about money. We will evaluate the way you look at money and
how you answer the questions by giving you points for the best answer ( according to the
instructor).
1. When you see something you like you….
a) go out and buy it
b) have your parents buy it
c) save money and buy it responsibly
2. What would you do if you found $10 in your jean pocket?
a) you save it for later
b) you go out and spend it
c) buy school supplies
d) a and c
3. You saw a pair of shoes you really want but they cost double the price you expected to
pay, you….
a) don’t buy them because of the price
b) wait for them to go on sale
c) buy them on the spot
4. It’s your birthday and you just got many cash gifts, you….
a) you put all of the money in your bank
b) you buy yourself a huge bag of candy
c) you save half of it and give the other half of it to your family
5. Your friends’ birthday is coming up, you….
a) chip in with your friends to give your friend a surprise party
b) make a creative gift yourself
c) you take all of your saved money and spend it on an expensive gift
6. You’ve been saving to buy yourself either a pair of skates, a surfboard, or a bike, when
you get enough money to afford it, you…..
a) go out and buy the most expensive one
b) you wait until the one you want goes on sale
c) decide to buy something that could actually be useful to you and your family
Activity 5: chapter 3 and 6 pages 32 to 38 and 81 to 83(This activity would be
more for a little older situation, mainly 5th and 6th but could also be something 4th
grades would want to get an early start on)
In this exercise students will demonstrate giving donations, volunteering, and knowing how
to give back. Helping others means to find it deep in your heart to show others that you
care as if they were your family. We spend so much time on ourselves and nothing
thinking about what others may feel. In this demonstration you should show how much
you care by sharing, giving someone a hand, or just helping to build a house for someone
who needs shelter. You shouldn’t be doing service to make yourself feel better but to
change someone life forever just by being there and being a friend.
SUPPLIES NEEDED: all the students will need is themselves. They will be lending a hand so
whatever is needed for that is what is needed.
Activity 6: chapter 4 and 5 pages 49 to 77(This exercise should illustrate the
importance of saving, this is intended for all grades and ages)
Have your students read “Alexander who used to be rich last Sunday.” After reading the
story ask the students of they know what the main idea of the book was and whether or not
they know what it means to save. Have the students write down how they can save their
money and what they would use to spend the money on. On a trickier note have the
students really think about their spending and to only write down the necessities that they
would use to money on. Other than that how can they contribute to the saving aspect in the
house hold?
http://awalley2001.com/TeacherLinks/Reading_alexwhousedto.pdf (activity to print out)
Also if necessary, while reading have the students write down what Alexander spends his
money on. This way at the end of the story you and your students can understand whether
or not the spending was worth it.
SUPPLIES NEEDED: The students will need their ears and a paper and pencil. Other than that
you will have a print out to print out.
Activity 7: chapter 5 and 6 pages 61 to 89 (This exercise is more for the older
kids but can be used with the younger kids as well)
Talk about the meaning of the words spend, save, and donate. Make sure your students
understand that these are the choices for how to use money. Many students set aside half
of their allowance for savings in the bank. This money can be saved for larger purchases
later. Some people set aside a small part of their allowance for donating. They choose a way
to help others or the environment. Talk about your own child’s allowance or other sources
of money (such as birthday gifts). Help your students make a plan for how to split
allowance into the three categories. (For example, I’ll put 50% in savings at the bank, 10%
in a donation jar, and 40% in my piggy bank or wallet for spending as I choose). Make
compromises with different situations.
SUPPLIES NEEDED: Again the only thing that the students will need is a paper and pencil.
Activity 8: chapter 3 pages 38 to 48 (This will be targeting more of the of the 3rd,
4th, and 5th graders)
Teaching children how to earn money, such as a job, while learning valuable life skills is
the main idea of this activity. In this activity you can ask your students to do things for you
such as clean up the room when everyone is don’t playing, recycle paper, sharpen your
pencils, make sure other students are doing their work, etc. Simple things as such can help
the students learn responsibility as well as how to earn the money.
SUPPLIES NEEDED: Supplies vary according to which job they want or what is assigned.
Activity 9: chapter 3 and 9 pages 38 to 48 and 81 to 83 (This is intended for
each and every student; for young and old)
On a sunny day a group of students can make lemonade, cookies, have a car wash, etc.
Showing commitment among each other and with oneself will teach them hard work to
save and earn money. After they have worked hard and made some money they can
donate the money to the Homeless Shelter, buy new supplies for the Robinson Center, etc.
This is both caring and sharing, plus it will be fun for the kids to work hard for a good
cause.
SUPPLIES NEEDED: Some of the students will want to bring something from home that they
could sell or everyone could work together to make something at the Robinson Center.
Activity 10: chapter 5 and 6 pages 61 to 89 (This exercise will be for the older
kids; about 4th and 5th grade)
Offer the students to start their own business amongst each other. Make something at
home or at the Robinson Center that everyone might need. Sell them amongst each other
and see how much you can earn. Simple sales are the best and can make all the difference.
You can then ask the students what they want to do with the money. They can either spend
it, save it, or donate it. Also to have more of a talkative session, ask the students why they
chose to save, spend, or donate the money. Ask them if they think they made a good
decision, why or why not.
SUPPLIES NEEDED: this is also an activity that could vary. Either the students could bring
something from home to sell or they could make something together in a group at the Robinson
Center. This will depend on the situation and on the teacher.
This is a poem that I found online…….this could go perfectly with the topics I
had talked about. Great way for kids to learn and understand the difference.
Coins
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!
Half dollar, Half dollar
The biggest coin
You are worth fifty cents
And hard to find!