Kindergarten Financial Literacy Lesson Plan Free PDF Template

Financial Literacy

Elementary Division/Social Studies

1

NCDPI

Summer 2005

Financial Literacy

Acknowledgements

The Department of Public Instruction and the Social Studies Section would like to thank the following people for their diligent work in creating and reviewing these lesson plans.

Susan Sink Dolores Paylor Vonda Kai Martin

Shirley Lee Mary Hales Kaye Bynum Toni Meyer

Any questions regarding this document can be addressed to:

Amy Turnbaugh Social Studies Consultant Department of Public Instruction

919-807-3862 aturnbaugh@dpi.state.nc.us

or

Michelle Palmer-Weaver English Language Arts/Social Studies Consultant

Department of Public Instruction 919-807-3937

mweaver@dpi.state.nc.us

Elementary Division/Social Studies

2

NCDPI

Summer 2005

Financial Literacy

Purpose

Financial literacy legislation states that "Both the Standard Course of Study and the Basic Education Program shall include the requirement that the public

schools provide instruction in personal financial literacy for all students during the high school years". However, it is not just the responsibility of high school

economics teachers to teach personal financial literacy, but should be taught beginning in kindergarten and building upon concepts for optimum understanding of economics. Personal Financial Literacy is found in all K-12 economic strands

in social studies. This instruction helps even very young students learn to understand and value basic economic principles. This document was created to support teachers in their instruction of economic concepts and to help establish a

foundation of financial literacy in the elementary schools.

Elementary Division/Social Studies

3

NCDPI

Summer 2005

Financial Literacy

Table of Contents Description of the Economics Strand Economics in the Standard Course of Study Financial Facts Kindergarten Lessons First Grade Lessons Second Grade Lessons Third Grade Lessons Fourth Grade Lessons Fifth Grade Lessons Resources

p. 5 p. 6 p. 9 p. 10 p. 44 p. 62 p. 100 p. 128 p. 169 p. 198

The included lessons can be used in a flexible format. Teachers may choose to complete lessons in one unit or with lessons spaced throughout

a specific time span. These lessons may also be taught in any order.

Elementary Division/Social Studies

4

NCDPI

Summer 2005

Financial Literacy

The Economics Strand in the Standard Course of Study

Economics is one of the many strands of the North Carolina Social Studies Standard Course of Study. It is the study of how people cope with their environment and each other as they try to satisfy their needs and wants. People have unlimited needs and wants, but they live in a world which surrounds them with limits. A fundamental condition of life is that there is not enough time, money, energy, nor other resources to satisfy everyone's needs and wants. To make the best use of scarce resources, both individuals and groups must choose wisely among the alternatives available to them.

Economics can be thought of as responsible decision-making, choosing among alternatives. Choices (decisions) have consequences and some choices lead to more productive outcomes than others.

The purpose of economics is to provide practical tools for evaluating alternatives before making a decision. A good economic education should also help students develop the disposition and the ability for making decisions based on reason rather than other influences such as impulse or peer pressure.

Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However, the role of government in economic policy-making varies over time and from place to place. Increasingly, these decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic decision-making.

Instruction in economics should begin early to help very young students learn to understand and use a basic economic vocabulary and elementary economic principles. They can distinguish between needs and wants and can prioritize each. Young learners begin to see the consequences of their individual and group decisions. They are also able to develop the habit of taking a reasoned and responsible approach to decision-making.

Elementary Division/Social Studies

5

NCDPI

Summer 2005

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download