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.
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 strategies to count money? What are the different types of money and what are their values? Why do people have jobs? What is the difference between a want and a need? How do wants and needs affect individual’s decision making processes?
Goals for My Students • Identify the value of each coin. • Count money with accuracy. • Spend money thoughtfully • Save money for a purpose. • Learn real life uses of money. • Learn how to run a class store with peers.
21 Century LearningThis 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 • Prior Money Questionnaire
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 misconceptions they may have. • Guide their learning
Request for Feedback Q. Which assessment activity would be the most effective in gauging our students needs.