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					Title of Unit: Kids with Coins Make Change!
Authors:     Pam Blackwell
Email Addresses:Pamela.Blackwell@hallco.org
School: McEver Elementary            Grade(s):       2nd        Date: December 2009

A. Standards:
    1. Academic Standards: Knowledge / Skills: (give identifying information)
MATH:
M2N1 c) Use money as a medium of exchange. Make change and use decimal notation
and the dollar and cent symbols to represent the collection of coins and currency.
M2D1 a) Create, organize and display data using pictographs, Venn diagrams, bar
graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and
5.
ELA:
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text.
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
g. Interprets information from illustrations, diagrams, charts, graphs, and graphic
organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
k. Identifies and infers cause-and-effect relationships.
ELA2W1 The student begins to demonstrate competency in the writing process.
f. Begins to write a response to literature that demonstrates understanding of the text
and expresses and supports an opinion.
The student produces informational writing that:
a. Captures a reader’s interest.
b. Begins to sustain a focused topic.
 Social Studies:
SS2E2 The student will identify ways in which goods and services are allocated.
SS2E4 The student will describe the costs and benefits of personal spending and saving
choices.

    2. Character Traits Addressed: (from Core Ethical Values and other sources)
         (Respect, Responsibility, Caring, Honesty, Resiliency,)
Initiative, Responsibility, Caring, Compassion

   3. Arts Standards Addressed: (from http://www.glc.k12.ga.us/qcc-5-8-2008/QCC-
Curriculum-in-PDF-format/Fine%20Arts/K5FineArts.pdf or http://artsedge.kennedy-
center.org/teach/standards/standards_912.cfm)




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Visual Arts: VA2PR.7 The student understands and applies media, techniques, and
processes of two-dimensional art processes (drawing, painting, printmaking, mixed-
media) using tools and materials in a safe and appropriate manner to develop skills.
a. Creates drawings with a variety of media (e.g., pencils, crayons, pastel).

B. Significant Question & Deepening Questions ( support inquiry centers):
How can raising money make a difference in the world?

C. Concept: Consider Universal / Interdisciplinary Concepts –
    (Systems, , Balance/Equity, Patterns, Change, Structure, etc)

D. Masterwork & How it is introduced and Experienced(1):
Lemonade for Sale By: Stuart J. Murphy

-Book Lemonade for Sale is used as inspiration for lemonade stand to
raise money for Relay for Life.

E. Engagement / Arts Based Strategies / Accommodations
Use the Human Paragraph to summarize the books Lemonade for Sale and Alexander,
Who Used to be Rich Last Sunday. Students would also use “Thinking Maps” (Flow
Map) to summarize the two stories. Each student will receive a portion of the story.
They will put the story in sequence led by the Regular Education teacher and the ESOL
teacher. Students will also compare and contrast the 2 stories in small groups creating
their own Venn Diagrams.


F. Focus Statement: (What is to be learned so deeply so as to last forever?)
How can you raise money for your school or a need in your community?
How can you make a difference?

G. Original Creation(3) – (for entire Unit)
*If you start the unit with the lemonade stand then the writing in IC #1 will be the final
creation. This persuasive writing incorporates the character elements as well as an understanding
of how goods and services work in order to make money to benefit a charitable organization. See
IC #1.

*If you use the lemonade stand at the end of the unit this can be your final creation
Our Lemonade Stand – They will use the stand to implement and practice math and social studies
standards.
3 to 4 students will operate the lemonade stand daily. The teacher may decide which students
operate the lemonade stand on a daily basis. All students should have had a turn by the end of the
week. 2 students take money from the customers. Pair a high student with a lower student to
take money and make change. The other 2 students fill cups with ice and lemonade. The
lemonade stand is open for 25 minutes during recess. It takes about 5 minutes to set up and 5
minutes to take down. All you need is a table and a sign, a bowl of ice from the lunch room and a
container with lemonade.

H. Reflection(4) / Assessment: (Basic-What did I actually observe?, Higher-What inferences
am I drawing? What did I learn? How did I learn it? What important standards did I
master? How might I apply what I learned to something very important? How would I
teach this, better, to others?


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How did you make a difference? How did you take initiative to help others?

I. Inquiry(2) Centers – (show the Deepening Question, Activities, Original Creation,
    Accommodations & the nature of the Reflection, for each Inquiry Center)
IC - 1 Students write a persuasive writing. They will describe what they would do with
$100 dollars in order to raise money for Haiti. Haiti has already been discussed and
shown on the map. Students made a lemonade sign that showed a picture of what the
island looks like. In the students paper they will answer the following question: What
else could the students do to help the victims in the Haiti Earthquake? We will
brainstorm using a circle map to help get ideas going. They need to describe how they
would devise an action plan, what materials they would need to make their plan work.
Who would help them? What would they want the money they raise to go for (food,
water, shelter, medicine)?

IC - 2 Read the book Alexander, who used to be Rich Last Sunday By Judith Vorist with
a group of 3 to 4 students. They students write a paragraph about what Alexander could
have done differently with his $1 to make it go further. Students will draw their idea and
act out some of their ideas before writing.


IC - 3 Students in groups of 3 to 4 play Money Bingo. Money bingo is exciting learning
game that builds addition skills using coins!



IC - 4 Students will go to the computer lab to make their own greeting cards. They will do
this on the US Mint’s website http://www.usmint.gov/kids/games/plinkysCreateACard/
Students will have to buy clip art to use on their card. They will see how they pay for
items and receive change.
The game gives students a certain amount of money. They use the fake money to buy
clip art. Once they have used all their money they can print their card to give to
someone.


J. Arts Partner Role/Contribution:
Art - Kristi Copus - Help guide students in making posters for the school to advertise the
lemonade stand.

Technology Kitty Nivens/Susan Nation- Making greeting cards from the US Mint website.

K. Relationship to the System/School Improvement Plans
Calendar Math – Reinforce counting money daily and graphing the money we make daily.

L. Academic Service Learning
Students will sell lemonade to students in the school during recess one week to raise
money for the Victims of the Haiti Earthquake. They will need to use skills to advertise
the business. They will need to be able to subtract to make change. Students will graph
how much money they make each day much like the book Lemonade for Sale by: Stuart
J. Murphy.




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Resources & Materials Needed:

Wood for Lemonade Stand
Lemonade
Cups
Computer Lab
Posters
Markers/Crayons/Colored Pencils
Book Alexander, Who Used to be Rich Last Sunday By: Judith Vorist
Book Lemonade For Sale By: Stuart J. Murphy




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posted:5/9/2012
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