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DHodges Sensory Museum

ProjectOverview Part 1: Define

 

Teacher(s) Name(s):  Denise Hodges

Name of Project:

 School Store  Duration: The entire year

Subject/Course:

 Math Grade Level: K/1 Multiage

Other subject areas to be included, if any:

Social Studies

  
 

Project Idea

Summary of the issue, challenge, investigation, scenario, or problem:

 The project idea is to run a school store in the classroom allowing the children to earn, save and spend money.  The school store will provide a learning experience that will encourage the students to discover and be challenged in learning, and become acquainted with money as well as goods and services.
Driving Questions

How does being responsible with your money affect how you earn, save and spend your money?
Content and Skills Standards to be addressed:

M.UN.01.04 Identify the different demoninations of coins and bills.

M.UN.01.05Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.

M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100.  Use the symbols $ and ยข.

M.PS.01.07 Add and subtract money in dollars only or in cents only. 

K-E1.01 Describe economic wants they have experienced.

1-E1.01 Distinguish between producers and consumers of goods and services.

 ...

    T+A E   T+A E

21st Century Skills

to be expliscitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:

 Collaboration   X  Other:    
Presentation X         
Critical Thinking X         

...

      Presentation Audience:
Culminating Products and Performances Group: Creating a school store that they can shop at weekly in the classroom. Class: X 
School:  
Community: X 

Individual:

1. The students will earn money by being responsible in class and doing thier homework at home.

2.  The students will be able to spend their money once a week at the school store.

3.  The students will count his or her own money and determine what they can buy and then pay for that item.  They can also decide to save their money if they want an item but don't have enough money to buy it. 

4.  Each child will keep their money in his or her own money box and be responsible of taking care of it. 

 Experts:  
Web: X 
Other:  

 

Part 2: Design 

"Grabber" to launch inquiry & generate interest: Guest Speaker from the Bank  Have a local bank come in and talk to the children about saving and spending money.      
Assessments:

Formative Assessments:

(Checkpoints during Project)

Quizzes/Tests

 

   Practice Presentations  
  Journal/Learning Log   Notes  
  Preliminary Plans/Outlines/Prototypes   Checklists  
 

Rough Drafts:  The children will practice counting money on-line.

http://www.ixl.com/math/practice/kindergarten-count-money-pennies

  

Concept Maps

  
  Online Tests/Exams   Other: The children will go to the classroom store to shop.  Each child will have to count his/her money and decide what they can buy and pay for it.  X 
 

Summative Assessments:

(End of Project)

 

Written Product(s), with rubric:

 

 

  

Other Product(s) or Performance(s), with rubric:

  
  Oral Presentation, with rubric   Peer Evaluation  
 

Multiple Choice/Short Answer Test

 

   Self-Evaluation X 
  Essay Test   Other:  
      

Debriefing

Methods

 (Individual, Group, and/or Whole Class) Journal/Learning Log   Focus Group  
Whole-Class discussion:  How does being responsible with your money help you earn, save and spend your moeny. X  Fishbowl Discussion  
Survey X  Other:  

...

Resources Needed On-site people, facilities:  
Equipment:  
Materials: Money box, play money, hanging chart to hold all of the items for the classroom store, and items to put in the store for purchase.
Community resoruces: Local bank 

 

Project Teaching and Learning Guide

Project:School Store Course/Semester: Beginnin of the year - End of the year

Knowledge and Skills Needed by Students

to successfully complete culminating products and performances, and do well on summative assessments

Scaffolding/Materials/Lessons to be Provided

by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning

Identifying coins and dollars

 M.UN.01.04  At math centers the children will work on identifying coins and dollars. 
During Calendar Time M.UN.01.05 As a class during calendar, the children will create the number of days they have been in school for that month in cents. They will also practice matching coin denomination during daily drill practice.  The children will select a random number of coins and count it together during daily drill.
Counting Money M.UN.01.06 The children will be paid daily for being responsibile in the classroom and at this time the children can trade five dollar bills for a 5 dollar bill and so on. 
Adding and Subtracing Money M.PS.01.07 The children will be adding and subtracting their money as they count and spend thier money at the classroom store weekly.     
Good and Services K-E1.01 The children get paid for a service they do in the classroom which is their classroom job.  As a class we will discuss goods and services.   
     
      
      
     
     

 

Project Calendar (Project should be 1 or more weeks)

Project Start Date:

Week(s) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
One Introduce the guest speaker from the bank and then tell the students about the classroom store thats going to be in our classroom.  Take a fieldtrip to the bank Talk about what we will need to set up our own school store Make a plan to set up the school store Continue the school store plan
Two The children get thier money boxes They children get paid and learn the procedure The children get paid and practice the procedure Cont. Cont.
Three The children create the school store The children bring in items from home that they want to donate to the store The children help value the items The children help value the items  Label the prices 
Four & Beyond The children shop weekly at the school store to reinforce goods & services, spending and saving.  Cont.  Cont.  Cont.   Cont. 
Five          
Six          
Seven          
           
           
           

 

 

Comments (1)

Madeline Black said

at 7:05 pm on Aug 23, 2009

I love your sensory museum idea. I am wondering about your driving question, I remember discussing this with you in training. Have you had in new thoughts on it? What do you think about something like:
If you had to keep only 4 of the senses which would you choose to keep and why? or which sense is the most important to helping your life be better?
Maybe they could make a case of why their choice is most important in their sensor museum display.


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