A penny saved is a penny earned
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A Penny Saved Is a Penny Earned. Lindsay Gandulla & Judy Lucyk Unit Portfolio Presentation. Unit Summary. Students will participate in a creating, operating and making decisions for a classroom store.

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A Penny Saved Is a Penny Earned

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A Penny Saved Is a Penny Earned

Lindsay Gandulla & Judy Lucyk

Unit Portfolio Presentation

Unit Summary

Students will participate in a creating, operating and making decisions for a classroom store.

During this process students will develop the understanding of money as its value in society.

Inherently students will also learn about the roles of consumers' and producers and the significance of how society is affects economics.

Curriculum-Framing Questions

  • Essential Question

    What gives something value?

  • Unit Questions

    How is money valuable?

    What makes money valuable?

    How does everyday life affect/impact

    our understanding the valuable things?

  • Content Questions

    What are the two different ways to count money?

    Why do people have jobs?

    What is the difference between a want and a need?

    How do wants and needs affect individuals decision making


Goals for My Students

  • Identify the value of each coin.

  • Learn how to money with accuracy.

  • Spend money thoughtfully

  • Save money for a purpose.

  • Use money at a job.

  • Learn real life uses of money.

  • Learn the history of money.

  • Understand the technology behind money.

  • Make group choices involving money.

  • Learn how to run a class store with peers.

  • Learn where money comes from and how it travels. 

This project will help my students develop 21st century skills by:

Collaborating with peers.

Solving problems and making decisions.

Communication with others.

Make responsible choices

Demonstrating integrity and ethical behavior

Demonstrating a positive work ethic

Gauging Student Needs Assessment

  • KWL Chart

  • Brainstorming

  • Questioning

  • Word/Picture Splash

  • I can use the information from these assessment to:

  • Learn what concepts of money will be taught.

  • Plan activities to meet students’ needs.

  • Gauge students prior knowledge of CFQ’s.

  • Students can use this information from these information to:

  • Self Correct throughout the unit any

    misconceptionsthey may have.

  • Guide their learning

Request for Feedback

Q. Which assessment activity would be the most effective in gauging our students needs.

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