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

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Meagan McWhorter Social Studies/ Economics 1 st Grade Money Comes and Goes- Working with a Budget

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: The goal for this lesson is that students will begin to understand the economy and how to navigate through it while making sound financial decisions. The will gain a basic knowledge that they will be able to apply to real world situations. Objectives: Content/Knowledge: Students will be able to balance a simple budget. Students will understand the difference between something they want and something they need. Students will better understand their role as a world consumer. Students will be able to use calculations to determine their budget. Process/Skills: Students will be able to independently balance a small amount of money. Students will make decisions based on real needs rather than imaginary wants. Students will be able to explain why they made their decisions. Values/Dispositions: Students will see the value in keeping a well balanced budget. Students will value being able to make a decision about what to purchase. Students will have a beginners knowledge about economics.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: This lesson is important for the students because it teaches them real world skills that will aid them throughout their entire life. It is a good introduction into economics for a younger grade and will allow the students to begin thinking about concepts of want vs. need and supply and demand. Kids should be introduced to economics long before their high school or college classes. Standards: State – Illinois Common Core or Learning Standards 15.B.1- Explain why consumers must make choices. 15.A.1b- Describe how wages/salaries can be earned in exchange for work 15.D.1a- Demonstrate the benefits of simple voluntary exchanges National – NCSS Themes VII- Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services so the learner can: distinguish between wants and needs, explain and demonstrate the role of money in everyday life, use economics concepts in the community or nation.

5. Logical/Mathematical

6. Logical/Mathematical For the beginning of this unit students will be given the opportunity to begin their budget that will base all the decisions on. Students will all draw a salary from a hat and that is how they will base all of their decisions on. Once the students have received their salary they will be given fake money in that amount. They will then be given time to make out a preliminary budget that will be edited throughout the lesson. They should decide how much money they are going to spend on fun, food, home expenses, bills, and savings. This is not their final budget, but will be used as a starting point. Materials needed- Salary slips (one for every student) Fake money Paper for making a budget.

7. Intrapersonal

8. Intrapersonal This lesson will get students thinking about their previous financial decisions and if their budget is realistic. Students will write a journal entry that tells what money experience they have (I.e. allowance, chores) and what they have traditionally spent it on. They will then explain why they chose to spend their new “salary” the way they did. Do they see any problems that could arise? Materials Needed: Journals

9. Verbal/Linguistic

10. Verbal/Linguistic Students will be read the story Something Good by Robert Munch. This book is about a father grocery shopping with his daughter and teaching her that sometimes you have to get food that is necessary but not good. This is a great way to introduce students to the idea of wants versus needs. After reading the book have students participate by giving them an object then they have to write it in the appropriate column on the board. The columns will be wants and needs. Students will then be able to go back and revise their budgets if they feel the need. Materials Needed Copy of Something Good Chalk board Chalk Budgets http://www.youtube.com/watch?v=Dgoxk78Fg7s Link to video of book

11. Musical/Rhythmic

12. Musical/Rhythmic For this part of the lesson students will learn a song about wants versus to the tune of “Old Macdonald”. The lyrics are: Families have needs and wants yes, oh yes they do. Can you think of what they need? Let’s list a thing or two. With a house over here and some food over there, Here a blanket there some clothing All these things are things we need. Families have needs and wants, yes, oh yes, they do. Can you think of things they want Let’s list a thing or two. With some candy here, and some toys over there. Here a game and there a doll, all these these things are things to want. Families have needs and wants, yes oh yes they do. After singing the song students will be asked to discuss how this song makes them want to revise their completed budget. Materials Needed: Song lyrics for every student

13. Visual/Spatial

14. Visual/Spatial Students will make a poster with a visual representation of their budget. They should include a simple pie graph, which the teacher will explain before they start their poster, and picture representations on what they will spend their money on. They will be able to find pictures out of magazine or draw them themselves. They will then present their posters during the final activity of the unit. Materials Needed Poster board Paper Markers Scissors Glue Magazines

15. Body/Kinesthetic

16. Body/Kinesthetic For this part of the lesson I will split the students into groups of 4 and we will play the game Monopoly Jr. This is one of the few instances that I would approve of playing a game in class, but the purpose of Monopoly is very similar to making a budget. They will need to write a reflective journal after completing the game that will reflect on how Monopoly has helped them to better understand spending money and spending it wisely. Materials Needed Several copies of Monopoly Junior.

17. Interpersonal

18. Interpersonal Students will work in groups of four, determined by the teacher, to work on a family budget. This will help them determine spending for more than just themselves. They will use their combined salaries to make a revised budget determined upon by what a family needs which will include education, additional food, and child entertainment. They will have to make decisions as a group and agree upon an appropriate amount for all decided upon sections of their budget. Materials Needed- Budget paper

19. Naturalistic

20. Naturalistic Students will be asked to participate in a real life exercise to complete this lesson. The teacher will set the gym up like a market place with places to shop for groceries, clothes, and pay bills. There will also be fun purchases that can be made. Students will take their money and be able to live out their budget. The need to make decisions that lead to a positive outcome, and will be graded on their ability to spend wisely. They will write down every purchase they make and turn that in to the teacher at the end of the exercise. Materials Needed Market place set up Pretend money Self made budgets

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: To asses this lesson I will observe their created budgets from the beginning until the final day’s activity. I will grade them positively if I see growth and progression throughout the lesson. I will also grade them based on collaborative work and participation. Online Resources: http://www.delicious.com/mcwhorter335