Mind over Money

Created by:Demesha Burrell

December 4, 2007Dr. Bogum YoonREAD 3463.01

Demesha BurrellDecember 4. 2007READ 3463.01

Instructional Research File – Mind over Money

Sources of Information:Fredericks, Anthony D. (2001) Integrated Curriculum: Books for

Reluctant Readers, Grades 2-5, Englewood, CO: Teachers Idea Press.

Harvey, S. & Goudvis, A. (2007) Strategies That Work, Teaching

Comprehension for Understanding and Engagement, Portland, ME:

Stenhouse.

Introduction

In a normal mathematics classroom, a teacher may seem a

significant amount of time on teaching money. I believe this time can

be reduced if teachers would incorporate money lessons in different

subject areas so students will have an adequate amount of exposure to

the theme while learning of the many aspects associated with the

lesson. Therefore, my instructional research file targets the teaching

of money and its elements across the curriculum and is titled Mind

over Money.

The decision to teach this particular thematic unit in more than

one content area is for all students to fully comprehend the concept of

money, enhance their knowledge of a subject’s objectives, and have

the ability to read and write in all subject areas. A content area’s goals

developed for students, along with the learning of an apparatus they

will have close encounters with such as money, will allow them to

“extend their thinking, deepen understanding, and energize the

meaning-making process”. (The Reading Teacher, 2006) Students will

also be fully involved in their learning as active participants and

equipped to deal with real life experiences. Furthermore, students will

recognize how money can be associated with a content area outside of

the norm-mathematics. Therefore, Mind over Money is an instructional

research file I plan to utilize as a future educator and I hope to share

my ideas with other teachers in hopes of obtaining new ideas and

suggestions to beautify all students’ educational experiences when

learning about money.

Mind over Money addresses four content areas known as Social

Studies, Mathematics, Language Arts, and Science. For each subject

the student will be studying towards reaching various objectives

regarding money and the category’s elements. My research file is

appropriate for 6th graders; however, the lesson plans may be altered

to accommodate the needs of teachers that specialize in more than

one content area in elementary schools or can be shared by a team of

teachers for middle school students. These alterations may depend on

the grade level’s TEKS objectives or the students’ reading and/or grade

levels. Moreover, I have estimated the allotted time for this unit to be

effectively covered to be throughout a one month period based on the

appropriate readings, completion of assignments, grand discussions,

and any other factors that may be addressed throughout the unit’s

teaching. In addition, other genres of literature may be incorporated

into the lessons based on the teacher’s style of teaching but the ones I

have selected provide an adequate amount of helpful information and

are child friendly. Overall, this research file is set up to be beneficial to

the students so they may utilize multiple strategies while reading and

writing, and at the same time, grasping the concept of money.

“Money in Motion”

Subject: Social Studies

Grade Level: 6th grade

Rationale:

The purpose of Money in Motion is to enhance students’ knowledge about the production of money and its purpose in the real world by using nonfiction features while reading. Students will be able to find out interesting ideas related to the production of money in hopes of wanting to research and learn more information regarding money production. Based on the students’ findings they will be able to summarize and synthesize information to construct a flow chart demonstrating the production of money.

Materials:

Collection of coins – pennies, nickels, dimes, quarters, half-dollars, and the golden dollar

Flow chart diagrams Nonfiction texts – The Everything Kids’ Money Book by Diane

Mayr Internet/Projector Website address - http://www.usmint.gov/mint_tours/index.cfm?

action=vtShell Pens/pencils

Procedures:

1. The introduction of the lesson will include giving each student one of each type of coin and allowing them time to examine each one. Throughout the examination process the students should make note of any questions they may have regarding the coins.

2. After the examination of coins, the class will engage in a grand discussion when the teacher will ask questions such as: Do any of you know why or how coins came to exist? Do any of you know of any information regarding the production of coins? Do any of you know how money reaches society? Do any of you wonder the history behind the designs of the coins?

3. Ask the students if they have any questions regarding the history of money and what they would like to find out.

4. Inform students the class will be researching to answer all the questions they have about money and learn about Money in Motion.

5. Issue to each student copies of chapters one and two from the book titled The Everything Kids’ Money Book. The class should take turns reading the text, thinking aloud, and reviewing the nonfiction features to better comprehend the production of money.

6. After the reading of the text, the teacher will allow the students to take a virtual tour of the The Washington Mint to see how coins are actually produced by visiting the link below:http://www.usmint.gov/mint_tours/index.cfm?action=vtShellIt would be a great idea for the class to view the video as a whole and allow the students to note any important ideas or questions they may have.

7. After viewing the film, the class will engage in a grand discussion.

8. Instruct students to create a flow chart summarizing the production of money. Students should be able to draw pictures and write in complete sentences to fill out their charts.

“Moneology”

Subject: Science

Grade Level: 6th grade

Rationale:

Many elements carry similar traits and are used for different purposes. The purpose of this lesson is for students to determine what elements are used to make coins. Students will also be offered the opportunity to enhance their knowledge of certain elements located on the periodic table along with the terms to describe each. The knowledge combined will allow students to create their personal coin with the use of a particular element and describing their “Character Coin” to the class with a written and artistic presentation.

Materials: Copies of the periodic table Collection of coins – pennies, dimes, and the golden dollar List and sample of elements

copper zinc aluminum silver nickel gold manganese

Notebook paper Pens/Pencils Colored markers/pencils Crayons White poster board Projector or Expo marker board Highlighters Vocabulary words

Procedures:1. Review a variety of elements, including the ones listed above, and their characteristics with the class to increase their knowledge of different types of elements that may be used to make coins by using the periodic table. The introduction of certain vocabulary words will be discussed to enhance the students’ vocabulary comprehension. 2. Provide samples of these elements for the class to see and feel.

3. Divide the class into groups of four.

4. Give each group a different type of coin. Some groups may have the same as others but this is appropriate.

5. Write on the board or projector a list of elements they are and are not used to make coins. 6. Ask each group to decide which element may be used to make their coin. Note each group’s choice by the element and tally the votes.

7. Issue to each student a copy of the text titled

8. Inform students to read the information to determine what elements are actually used to make their coin. Tell students they may highlight any important information as they read.

9. After reading, the groups should describe their coin and its element makeup. Other properties and their meanings should be discussed such as:

Shiny/dull Density Color Grooves Texture Weight Mass Magnetic abilities

10. Inform students they will using the information they have learned to create a “Character Coin”. They should name their coin, describe the element used to make it and why, its appearance, how much it is worth, and what was the purpose behind their chose coin.

11. Tell students this is an in-class assignment completed by each group using the art supplies listed above.

12. Each group will present their coin creations to the class during the last 30 minutes of the class period.

Vocabulary Terms

1. alloyA solid substance made by mixing a metal with another substance, usually another metalContext: The U.S. Mint’s a new dollar coin is made with an alloy of copper, nickel, zinc, and manganese.

2. conductorA material through which electric current flows easilyContext: Copper is an excellent conductor of electricity and heat, making it useful for electrical equipment and cookware.

3. ductileAble to be drawn into a wireContext: Like most transition metals, gold is ductile and can be flattened.

4. malleableAble to be hammered or pressed without breakingContext: The malleable nature of the transition metals makes them ideal for coins.

5. metalAn element that is a good conductor of heat and electricity and is usually shiny and hard at normal temperature Context: Silver is a popular metal for use as jewelry, coinage, and household objects.

6. blemishesMinor nicks, marks, flaws or spots of discoloration that mar the surface of a coin

7. brassA yellowish alloy consisting mainly of copper and zinc.

8. element

A substance composed of one type of atom; an element cannot be chemically separated. Context: The elements iron, nickel, and titanium are used in technology production.

9. metal An element that is a good conductor of heat and electricity; metals are usually shiny and hard at normal temperatures. Context: As with all metals, most of the transition metals are malleable and ductile, meaning they can be flattened into sheets or pulled into long wires without breaking.

10. halogensAny group of five nonmetallic elements with similar properties. The halogens are fluorine, chlorine, bromine, iodine, and astatine. Because they are missing an electron from their outermost shell, they react readily with most metals to form salts.

“Money Hungry”

Subject: Language Arts

Grade Level: 6th grade

Rationale:

This lesson will allow students to read a fictional novel about a young girl that has a fetish for money. While engaged in reading the students will be able to implement the strategies of summarizing and synthesizing, visualizing and inferring, using post-it notes, and questioning; so the students may have a chance to empathize with the narrator of the story, respond and express their thoughts or opinions of the book in various ways, and better comprehend the text. The students will also reflect on their background knowledge and experiences regarding money to respond to the text in written form after the completion of the novel.

Materials: Fictional novel – Money Hungry by Sharon G. Flake Post-it notes Pens/pencils Notebook paper

Procedures:1. Ask students to think about how they life may change if they won one million dollars. A series of questions should follow including: How would it change your life? Do you think it would change you as a person? How would you feel?

2. Introduce and give to students the book titled Money Hungry and read the summary of the book inside the front cover.

3. Tell students the class will be reading the novel using strategies learned throughout the course of the school year to enhance their comprehension.

4. Review the strategies, provide ways to use them, and why they are important to use when reading. The strategies should include:

Questioning Visualizing and Making Inferences Using Post-it notes Summarizing and Synthesizing

Since the book consists of 28 chapters the reading of the novel should be done inside and outside the classroom. Within the classroom, the teacher should read aloud to the students while thinking aloud. The at-home assignment should be for the students to read a chapter independently and be prepared to discuss their readings on the following day. The teacher should inform the student to utilize any strategy of their choice to better comprehend the text.

5. Upon completion of the book, tell students they will be expected to create written response to turn in at the end of the week. Offer students the chance to respond with a poem, song, narrative, compare/contrast essay, summary of the novel, or a reflection of the novel.

6. The writing process should begin in the classroom so the teacher could perform teacher-student conferences to offer any helpful advice.

“Money Management”

Subject: Mathematics

Grade Level: 6th grade

Rationales:

The purpose of learning how to manage money will benefit the student in the real world. They will be familiar with the reasoning behind saving and making choices when faced with financial decisions. Students will use this knowledge to develop a budget based off a specified dollar amount and use this information to develop a pie chart or bar graph to show their spending in percentages. The lesson as a whole will demonstrate to students that “money does not grow on trees”.

Materials: Book – The Kids’ Allowance Book by Amy Nathan Monopoly board game (quantity depends on number of groups) Budget worksheet Pens/pencils Projector/Elmo

1. Begin this lesson with a grand discussion on allowances. Ask students if any of them receive an allowance. If any say yes, ask them what do they do with their money. Do they save their money by placing it in a piggy bank? Do they hurry to the store to buy the latest item?

2. Give each student a copy of the text titled Don’t Blow Your Dough from the book The Kids’ Allowance Book. The teacher will perform an interactive read-aloud while the students follow along.

3. Ask students to imagine themselves as employee with financial responsibilities. Tell them most individuals work to earn money to pay for needed or wanted services.

4. Divide students into groups of four.

5. Tell the students each group will receive the board game known as Monopoly and will play the game with their group members. The

playing of the game is to build background knowledge on how to spend money wisely and making choices they may affect them in the long run. The playing of the game is the introduction to the students’ budgeting assignment.

6. Read the instructions to the students aloud. The students will start to play Monopoly after the reading of the instructions and should play the game until there is 20 minutes left towards the ending of the class period.

7. Students will engage in a grand discussion about their experiences while playing the game. The teacher will ask the students questions such as: Do they believe the game represents the real world? What would you do the next time you play the game?

8. Inform students they will be using this experience to develop a budget based on a given allowance. The teacher will give each student a dollar amount equal to $1500 and told they will be using the money to pay for items listed on a budget.

9. Issue each student a budget sheet. The budget sheet should contain the type of expense and the amount. A section for miscellaneous items will also be on the sheet. The students should know to think carefully about what they spend their money because this is all they have for the given month.

10. Tell students they may visit local grocery stores to price items, consult with their parents, and use any other resources they feel will help them complete the assignment. Tell students to also the future because emergencies may occur.

11. Inform students once they have filled out their budget slip they should use it as a reference to create a pie chart or bar graph that will be presented to the class. If creating a pie chart the students should know to divide the pie chart using percentages. If a bar graph is used the students should note the type of expense and the amount spent on each.

12. Inform students they will have one week to complete the assignment and be ready to present their findings to the class.

You have $1500 for the month. Your rent is $750; use the remaining amount to fill in the budget sheet with your own figures. Spend your money wisely!

Rent/Mortgage: $750Food/Groceries:Telephone:Heating (Gas, Electric, Wood, Oil):Electricity (Lighting):Cable TV:Transportation:Clothing:Loan Payments:Insurance: Life Car HomeHealth Care/Medical:Entertainment/Recreation:Dry Cleaning/Laundry:School (Tuition, Books, Registration):Child Care:Taxes (Property, Water, Garbage, School):Miscellaneous:

Other:TOTAL:

Assessment

Through grand discussions and verbally questioning the students about the aspects of money a general evaluation of the student’s understanding will be obtained. The students’ completed assignments should also be evaluated leading to a one on one conference with the students to determine their strength, weaknesses, and progressions. Focus should be on content, grammar, the use of completed sentences, and newly learned terms. Doing so will prove exactly which concepts of the thematic unit the students fully understand, need more help with, or are still completely lost on. From there, instructors can further evaluate and teach using a different approach in order to assure comprehension for all the students.