On the Money

Grade 3/4

 

Veronica Campbell

Toni Robinson

Christine O¢Hara

Shannon Robison

 

Michigan Curriculum Framework for Social Studies

Perspective: Economic   Content Standard: 5   Benchmark: 2

Source of Lesson: http://www.econedlink.org/lessons/index.cfm?lesson=EM169

 

Introduction

Anticipatory Set:

A.    Tell the students:   Today we are going to look at the different characteristics of our currency (money) and how it differs from play money and money from around the world.  You are then going to have a chance to design your own money.

B.    Next ask the students:   Have you ever looked closely at money and noticed anything interesting? Markings? Words?  

C.    Remind the students:  During this activity we want you to be thinking about some of the special features you see on money and what special features you may want to put on the money you create.  What might be some ways to make sure nobody can copy it?

 

Learning Objectives:  Students will:

A.   Verbally state how money differs around the world.

B.    State characteristics of different money forms by correctly completing Venn Diagrams as a group.

C.    Identify security features present in the American money system and apply that knowledge when creating their own money.

 

 

Materials:

…      Real money (penny, nickel, dime, quarter, dollar bill, ten dollar bill)

…      Monopoly money

…      Life money

…      Construction paper

…      Scissors

…      Markers

…      Crayons

…      Stickers

…      Coin Stampers

…      4 Computers with internet access

…      Glue

…      Samples of foreign currency

…      Additional decorative materials (ribbon, glitter, etc.)

 

 

Input:  Mode of Instruction

Presentation:

…      Short discussions as a group

…      Visiting websites

 

Skill Development:

…      Graphic Organizer (Venn Diagrams)

…      Online interactive tools

…      Speaking

…      Listening

…      Drawing

Procedure:

 

A.   Students first visit the Web site that shows photos of coins from around the world at http://www.24carat.co.uk/worldcoinphotogallery.html

B.    Ask the students: What do you see?  How do know it is money?  Is it real money?  Name a coin that we use today in our country.  Have a brief discussion with the students.

C.    Next have the students each take a penny, nickel, dime or quarter and compare it to the currency they see on the Web site.

D.   Tell the students: Let¢s make a Venn Diagram as a group.  How are the two types of money alike?  How are they different?

E.    Have a discussion with the students. How do we know something is money?  Is all money round?  Is all money silver?  How do you use money?

F.    Next hand out examples of play money (Monopoly and Life).  Ask students to closely examine the play money.  Say:  Look at the characteristics of the play money.  What does the play money have in common with the real money?  Now letís make a different Venn Diagram, this time comparing and contrasting play money to real money.

G.   Discussion: If you had some Monopoly or Life money would you sell your lunch for it?  Why not?  What makes the play money different from the real money you saw on the Web site?

H.   Key points:

…      Real money is widely accepted.

…      Everyone agrees to use it as our money system

…      Play money is not accepted nor has real value, and most people wouldnít sell you something in exchange for it.

I.      Next have the students take a closer look at the American ten-dollar bill.  Have them examine the different parts such as the portrait, signatures, legal tender wording, value, and decorations.  As a group visit the Buckyís Fair site at http://www.moneyfactory.com/kids/bfair.html, and click on the ten-dollar bill tent to see security features built into the bill.

 

Hands-on Activity

When the students are done exploring the website ask them what information they found out about security devices on the ten-dollar bill.  Next explain to the students that they are going to have the chance to create their own money.  Ask the students what are some features that maybe they could include to prevent anyone from copying their design.  Students may refer back to the website if necessary.

 

Once the students have completed their money design have each student explain their design as well as the security features they chose to include.

 

Inquiry:

  • Problem Solving:

-       Students will need to look for identifying characteristics of money.

-       Students will need to look for identifying security features on money.

 

  • Gather Data:

-       Students will look on websites for information on money.

-       Students will examine real samples of money.

 

  • Interpret Data:

-       What do the features on the money represent?

-       What do the examples of money have in common? What is different?

-       How do the special features on money prevent the making of fake money?

 

  • Drawing Conclusions:

-       Money often has some sort of symbol or picture.

-       There are usually meaningful phrases or words on money.

-       Many security features make ìfunny moneyî identifiable.

 

  • Making Recommendations:

-       Students will recognize it is important to carefully examine money to make sure it is real (especially larger bills).

-       Different money types not only have different looks, but also different value (fake money v. real money).

 

 

 

 

 

 

 

 

Cooperative Learning:

 

Multiple Intelligences:

-       Students access the Internet and rely on visual aid.

-       Students create and understand the graphic organizers they create.

 

-       Students make a verbal statement of ideas throughout the lesson.

-       Students communicate with others in the group, as well as the teachers.

 

-       Students work hands-on with samples of both real and play money.

-       Students perform the hands-on activity of creating their own money.

 

-       Students work cooperatively with others in the group.

-       Students take othersí views and ideas into consideration.

-       Students look at concepts from different perspectives.

 

-       Students explain their own choices and decisions for creating the money they did.

 

 

Checking For Understanding

Higher-level/probing questions:

 

Closure And Reflection

Questions generalizing conclusions:

 

Extension/Independent Activity: