EXPERIMENT



Curriculum Design: Money Thematic Unit Sofia RangelShanette Richins Kristen Rutherford Katherine TrammelJennifer VasquezBrooke WilsonTexas Woman’s UniversityDr. SniderFS 3663.02The purpose of this curriculum design unit is to provide teachers with suggestions to integrating a theme into a curriculum unit. By providing a detailed plan for centers, teachers will better understand how a theme can be incorporated into every subject. Money is a widely accepted theme, and can easily be integrated into curriculum. ?Centers were created to provide an example of how teachers can do this. The centers consist of math, language arts, science, social studies, fine arts, and technology.The social studies center will consist of an activity including a bubble map. Students will be provided with a video that describes the historical attributes of each coin. They will also be given a data sheet that includes facts about each coin’s history. Students will organize information by distinct coin attributes. The main bubble will display the main idea or coin in which they are describing. Each point that is connected to the main idea will contain relevant information about the history of that particular coin. When the class gathers as a whole, the teacher can spur a discussion that will allow for an informal knowledge assessment. This social studies center directly correlates with the theme by introducing the history of money. Through collaborative group work students’ reach cognitive and social/emotional development. The math center will include an understanding of deposits and withdrawals within a bank account. The students’ will be equipped with an example model of a bank account and how withdrawals and deposits apply. After reaching an understanding of this concept, students will be provided with a starting balance and list of transactions to find their remaining balance. This activity will continue with a daily transaction within their bank accounts. This center directly relates to the thematic unit, money due to the fact that it educates on financial literacy. Cognitive development and language development will be achieved throughout this process.For our language arts center, students will be issued a fill in the blank worksheet. This worksheet displays a poem including the different types of coins. Students will use inferential skills to decipher which coin is being described in the stanzas. Coin manipulatives will be furnished in order to aide in the process of distinguishing between the different terms. After their worksheet is completed, the teacher will check for accuracy. During this time, students will be asked to draw a picture that correlates with the poem. This center connects to the thematic unit, money, by allowing students to grow their vocabulary in coin terminology. Social/emotional, language, creative, and cognitive development are accomplished throughout this activity. An experiment will be performed at the science center. Pipette, clean pennies, water, and other liquids will be stored at this center in order to complete this activity. Pennies will lay on a flat surface while each student, using the pipette, will drop water on them. They will continue to place droplets on top of the penny until it cannot hold anymore. After recording their results, they can experiment with alternate liquid form. By incorporating pennies within this scientific experiment, the thematic unit is directly related. Fine motor skills, social/emotional, and cognitive development are obtained throughout this experience.The fine arts center will display an art activity. The center will begin with a reading of a poem that portrays a young boy not understanding the value of money. After reading the poem, examples of other countries’ money will be shown. Students learn the value of money and are given the opportunity to create their own currency. Values of their currency will be decided by the individual student. The thematic unit is connected by allowing exploration into the idea of money’s value and its physical appearance. Creative, cognitive, and cultural identity development are accessed through this art activity.Last but not least, the technology center will allow students’ the freedom of playing on an iPad. By accessing the 2nd Grade Splash Math App, they will play a game pertaining to the thematic unit. Through an interactive identifying process students become familiarized with the different coins. Each center’s objective is reinforced through this game. Cognitive and creative development are reached within this app. By developing each center, the overall thematic unit of money is a microscopic view of a curriculum design. Though the money theme is evident in each activity, the teacher can continue to incorporate this throughout the six weeks. At the end of this unit, students will achieve development in all domains. The overall understanding of these second grade TEKS will be at a level of 85%. This will be assessed through a portfolio review of each student. Teachers were provided with models of a thematic unit for an overall curriculum design to ensure a better understanding of how to accomplish this educational goal.The following is a list of suggested money themed children’s books: Bibliography of Children’s BooksBerenstain, J.S.(2001) The Berenstain Bears’ Dollars and Sense. New York, New York Random House Books for Young Readers.Cosby, B. (1998) Money Troubles. New York : Scholastic.Dalton, J. (2005). Counting money. New York: Children’s Press.?Hall, D. (1983) Ox-Cart Man. ?New York: Puffin Books.Hoban, L. (1984) Arthur’s Funny Money. New York: Harper Collins.Hoban, R. (1970) A Bargain for Frances. New York : Harper & Row.Loreen, L. (1992) The Monster Money Book. New York : Holiday House.?Pistoia, S. (2007). Money. Chanhassen, MN: Child's World.Rocklin, J. (1999) The Case of the Shrunken Allowance. New York: Cartwheel Books.Viorst, J. (1987) Alexander, Who Used to Be Rich Last Sunday. New York .Atheneum Books for Young Readers.Wingard-Nelson, R. (2009). I Can Count Money. Berkeley Heights, NJ: Enslow Elementary.Wingard-Nelson, R. (2010). How Many Pennies Make A Dollar? Berkeley Heights, NJ: Enslow Elementary.Wingard-Nelson, R. (2010). I Can Do Money Word Problems. Berkeley Heights, NJ: Enslow Elementary.Wingard-Nelson, R. (2010). I Can Subtract Bills and Coins. Berkeley Heights, NJ: Enslow Elementary.Zimelman, N. (1992) How the Second Grade Got $8,205.50 to Visit the Statue of Liberty. Parkridge, Illinois. Albert Whitman & Company.Science Drops on a penny experiment hands on activity with small group at science centerEXPERIMENTWash and rinse a penny in tap water. Dry it completely with a paper towel.Place the penny on a flat surface. The flatter the surface is, the better this experiment is going to go.Use an eyedropper or pipette to draw water and, carefully, drop individual drops of water onto the flat surface of the penny.Keep track of the water drops as you add them, one at a time, until water runs over the edge of the penny. You’ll probably be surprised by the number of drops you get on there.Repeat the experiment as many times as you want, or take it further by testing another liquid like vegetable oil, salt water... whatever you want! Use a table similar to the one below to keep track of your trials and liquids.LiquidTrial 1Trial 2Trial 3Trial 4Trial 5Water Other - See more at: Does It Work?The cohesion and surface tension of water becomes apparent when the drops of water you add to the penny reach the penny’s edge. Once the water has reached the edge, you begin to see a bubble or dome of water forming on top of the penny. The bubble shape is a result of the water molecules clinging to one another in an optimal shape (just like the bonds on the surface of a blown bubble). - See more at: 2.2DScientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:D.record and organize data and observations using pictures, numbers, and words; objectives-helping children understand how the water molecules cling together to make a dome shape on top of the penny skill/concept development-fine motor skills materials needed-pennieswaterdropper/pipette paper toweltrial chartpencil Special modificationsIf a student with special needs is participating, they can watch the video on how the experiment will work. The video is found on this website: They can count how many drops the person on the video did to record on their chart of trials. procedure for teaching the lesson-Wash and rinse a penny in tap water. Dry it completely with a paper towel. Place the penny on a flat surface. The flatter the surface is, the better this experiment is going to go. Use an eyedropper or pipette to draw water and, carefully, drop individual drops of water onto the flat surface of the penny. Keep track of the water drops as you add them, one at a time, until water runs over the edge of the penny. You’ll probably be surprised by the number of drops you get on there. Repeat the experiment as many times as you want, or take it further by testing another liquid like vegetable oil, salt water... whatever you want! Use a table similar to the one below to keep track of your trials and liquids.- See more at: Review-The cohesion and surface tension of water becomes apparent when the drops of water you add to the penny reach the penny’s edge. Once the water has reached the edge, you begin to see a bubble or dome of water forming on top of the penny. The bubble shape is a result of the water molecules clinging to one another in an optimal shape (just like the bonds on the surface of a blown bubble). - See more at: Methods of evaluation-looking at the student’s trial chart to see what their results having the student share their results with one another Grade Level: Second GradeContent Area: MathLesson Title: What’s in your account?TEKS: Math –· 111.b.11.C: Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to distinguish between a deposit and a withdrawal.Objectives: A resultant of learning activities and objectives, students will be able to differentiate between a deposit and a withdrawal as well as balance a checkbook.Preparation: Before students arrive for the lesson the teacher will prepare “My Bank Account” Handout for each student. The teacher will also prepare the set of withdrawals and deposits that will be used to balance the pretend checkbook.Modifications: For the gifted and talented group there will be a challenge set up to find an online resource available through pre-approved sites that students can use to balance their checkbook.. For ESL students pictures will accompany the english words and student helpers will be utilized if ESL students are struggling to complete the task on their own.Instructions for studentsTime Est.:1. Teacher opens with a read aloud, Alexander, Who Used to Be Rich Last Sunday and as the teacher reads she models the use of the bank account handout. The first transaction is noted as a deposit and a deposit is explained as adding money to the account. The rest of the transactions are noted as withdrawals and are explained as subtracting money from the account balance. As the book is read each student documents how much Alexander has after he spends every part of his dollar to practice the use of the bank account handout. 15 minutes2. Students get together in designated groups of 3-4. Each group will be given a blank bank account handout and a list of transactions. Each member of the group will pick their starting balance out of a hat. 20 minutes3. Students return to the whole class meeting area to share how much money is left in their bank accounts as well as any questions they came across during this activity. After questions are addressed the ledgers are put in the math notebook for safe keeping. 15 minutes4. Students are given another blank ledger for their bank account. Each day we will either deposit money or withdraw money, students will pick their cards from a random deck. At the end of the unit the person with the most amount of money in their account will win a prize. 5 minutesMaterials/Resources: 1. My Bank Account Handout - Blank (3 per student)2. Alexander’s Bank Account Model3. Starting balance random tickets4. iPads/computers5. Math Notebooks6. Alexander, I Used to be Rich Last Sunday7. Withdrawal/Deposit Random TicketsQuestions to Provoke Critical Thinking: What does withdrawal mean you do with the money?Have you ever opened a bank account?Will you use a bank account when you grow up?Did Alexander use his money wisely?Ways Students Can Represent Learning: The bank account ledgers will be one way for the students to monitor their comprehension of withdrawal and deposit over time as well as the day of the lesson.If their account balance is equivalent to what their starting balance combined with their transactions should equal they are understanding the concept fully. Ways Students Can Reflect on Learning: In the whole class discussion at the end of this lesson period students will be able to reflect on their own learning as well as the learning of their peers. When students put their ledger into their math binders they have a Think Sheet to accompany the assignment that will aid the student in asking any questions or expressing any knowledge that they have acquired. Assessment Strategies: For the assessment, students bank account ledgers will be checked for understanding of the withdrawal and deposit concepts by deciphering line by line what their bank account should equal out to be. Informal assessments will be given throughout the lesson via probing questions while students adjust their bank ledgers to provide for all transactions.Connections/Bridges/Extensions: The bank account activity is one that can be morphed into many different subjects such as supply and demand from a social studies aspect or gathering data in a science experiment. This could also be a field trip to a place like Enterprise City, in which students have their own bank account, job, and are living as if out of school.Follow-up Analysis/Reflection:a. Do students understand the concepts of withdrawal and deposit?b. What are different types of deposits?c. How can you track your deposits and withdrawals visually?d. Can you use this system to track other data? Name: Brooke WilsonGrade Level: 2nd GradeContent Area: Language ArtsLesson Title: Money RhymeTEKS: Language Arts-2.7 The student understands, makes inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. The students are expected to describe how rhyme, rhythm, and repetitions interact to create images in poetry.2.5 (B) use context to determine the relevant meaning of unfamiliar wordsObjectives: As a result of the learning activities, the student will identify the rhythm and rhyme pattern portrayed within the poem. They will then be able to identify the coin being represented/referred to in each stanza. They will identify each coin that rhymes with the stanza with 100% accuracy.Preparation (for the teacher): Before the children arrive I will have a center set up with the toothfairy worksheets. Collaborative group work will take place at my center. I will write the names of the coins on the board for them to refer to. The students will already have prior knowledge on the coins and what they are worth. Preparation (for the student): The students will need a pencil to fill out the worksheet. Modifications: Peer support may be used to help students with disabilities identify the missing word. Other modifications may include using concrete manipulatives (real coins) instead of a pictorial representation, conferences at my desk for non-speaking or ESL students to provide a non-threatening atmosphere, and/or having groups set at their desk to provide accessibility, for students in wheelchairs, crutches, braces, etc, to the manipulatives.Instructions for studentsTime Est.:1. The students will come together in a large group circle time to discuss what rhyme is. 5 minutes2. Students will interact and learn at centers in groups of 4-5. The students will have the poem read to them once, and then they can work together to fill out the missing word. Coin manipulatives will be including on the table for them to refer to. 5 minutes3. After the poem is read, students will fill out the worksheet and share with their group to see if they got the same answers. 10 minutes4. I (the teacher) walk around the room checking for understanding and discussing with each child. While I am doing this students are aloud to draw a picture that goes along with the poem. 15 minutes5. Students will then return to their desks, and as a whole we will go over the poem. At the end we will all say it together. 5 minutes6. The students will be allowed to share their pictorial creations with the class as closure to the lesson. As the class shares, I (the teacher) will make tally marks to ensure their understanding of the lesson.10 minutes Materials/Resources Needed: Toothfairy worksheet, example poem, crayons/map pencils, overhead projector, blackboard/dry erase boards, and coming manipulatives. Questions to Provoke Critical Thinking:Who can explain what rhyme is?Explain what the word “penny, dime,quarter, nickel” is.Wha rhymes with these words?Did the poem help you better understand each coin? Ways Students Can Represent Learning: The students may use concrete manipulatives if needed instead of a pictorial illustration or words to demonstrate success of the objective. Ways Students Can Reflect on Learning: Flash cards with words can be used to ask students what rhymes with it. This can be included as a reinforcer for the children who may need the extra support. Children’s literature that demonstrates patterns, or poems may also be placed in the language arts center for children to make connections of the poetry concept. Students can reflect on the language arts concept through writing their own poems that exhibit rhyming words. Assessment Strategies (ways to document that objectives were met):I (the teacher) will walk around and observe children’s worksheets to check for understanding of the concept. Anecdotal records or a checklist could also be used for assessment. Their drawings done after the worksheet can be used as an assessment and put in the student’s portfolios. Connections/Bridges/Extensions:In language arts , the repeating pattern (rhyme) will allow the students to make the connections between the coins and poetry. Using the manipulatives first will allow a bridge from a visual, to the concrete coins, to a pictorial on they do after the assignment. This theme (money) can be extended across the curriculum in areas such as math, social studies, science, fine arts, and technology. Examples are provided in the following lesson plans/ centers. Follow-up Analysis/Reflection (How did participants respond? What worked? What would you change?): Did the students get frustrated trying to identify the rhyming word? Did the students meet the objective?Do I (the teacher) need to spend more time modeling to the whole class, small group, or individual mini-lessons?I would have pre-drawn flashcards to allow each group to have a reference or prompt to get started in the group activity.I would limit the group size to 4-5 students.Grade Level: Second GradeContent Area: Money and Social StudiesLesson Title: What is on that Coin?TEKS: 2.1 (A) Students focus on study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation. Students begin to develop the concepts of time and chronology. Students continue to acquire knowledge of customs, symbols, and celebrations that represent American beliefs and principles. Students communicate what they have learned in written, oral, and visual forms.2.3 (B) The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.2.18 (B) obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts; Objectives: Students will gather facts to make a brainstorming bubble map webbing of U.S. coin and history facts provided via fact sheets or using Ipads to look up specific links attached to this document. The class will divide up into groups and each group will create a brainstorming web one of each of the following coins: penny, nickel, dime, quarter. They will also watch a slideshow on the ipads to learn about the history of making U.S coins. Preparation: Before students arrive for the lesson the teacher will prepare “Who’s on that Coin?” and a “What historical information is on or in that Coin?” fact sheet handout for each student. The teacher will also provide a Historic Highlight Coin Timeline and a list of U.S Presidents timeline as well. The teacher will prepare a blank paper for each group to create their assigned coin webbing. A list internet links will be provide to the slideshow “Birth of a Coin”, a song called “Coin in My Hand”, Interactive Timeline “History of the United States and Circulating Coins since 1780”, and “America the Beautiful Quarters Program” interactive map and creation timeline. Modifications: For the gifted and talented group there can be a challenge set up to use the or other online resource through pre-approved sites that students can use find other type of coins or bill notes and their related history. They can create a Coin or Bill brainstorming map as well. For ESL students can be provided with pictures of the US coins and bills with english words on them. ESL students can also be paired with fluent English speaking classmate partners and use flashcards with bold English words and pictures. Eventually the teacher will quiz ESL student individually to monitor and assess advancement. Instructions for studentsTime Est.:1. Teacher opens with holding coins in her/his hands. The teacher asks what each one of the coins are. The teacher will explain what the students assignment is for learning about what pictures are on US. coins. Possibly open with the “Coins in my hands” video song, and then play the “Birth of a Coin” song.15 minutes2. Students get together in designated groups of 3-4. Each group will be given a blank coin bubble map and a list of fact used to create the bubble map. Students will also be given an Ipad with links to 20 minutes3. Students return to the whole class meeting area to share their Coin Bubble Map and show what information they learned as a result of their research. 15 minutes4. As the students are finishing up with the final touches on their Bubble Map assignments, the teacher show links to “History of the United States and Circulating Coins since 1780”, and “America the Beautiful Quarters Program” interactive map and creation timeline, on the Ipads. 5 minutesMaterials/Resources:1. iPads/computers2. Coin Handouts and Timeline printouts3. 4 to 6 (12 x 12) blank paper4. 4 to 6 (11 x 17) blank paper5. Markers, writing utensils6. Slideshow Video - Birth of a Coin 7. Video - Lookin So Cool With Coins in My Hands 8. United States Mint 9. Presidents of the United States of America 10. Historic Coin Time Line 11. Interactive Timeline - History of the United States Mint Circulating Coins Since 1780 12. Circulating Coins - Penny, Nickel, Dime, Quarter 13. America The Beautiful Quarters Program 14. The United States Mint Pocket Change for Kids Website 15. 50 Quarters State Program 16. Who's On That Coin? 17. U. S. Coins Worksheets, Diagrams, and Pictures 18. U. S. Coins and Currency 19. Who is on that Coin? to Provoke Critical Thinking: What was the United States Mint created?What year did President Lincoln appear on the penny?Why were Peace medals made?What year did President Roosevelt appear on the dime?What year did President Washington appear on the quarter dollar?What year did President Jefferson appear on the nickel?What types of metal are US coins made out of?How many minting buildings are active in the United States now?Ways Students Can Represent Learning: Brainstorm Bubble Map Web of coins. Also flashcards for students to quiz each other of who and what is on the heads or tails part of coins. Ways Students Can Reflect on Learning: Do further research online at or the kids website from , kids/ Assessment Strategies: For the assessment, teachers can review with students at the end of class by asking questions related to coins on the Bubble Mapping.Connections/Bridges/Extensions: Teachers can use lesson plans downloaded free off of to extend childrens knowledge. Follow-up Analysis/Reflection:a. Do students recognize coin imprints and images minted on the coin?Lesson PlanName: Katherine TrammelGrade Level: Second GradeContent Area: Fine ArtsLesson Title: The Artistic Side to CurrencyTEKS: ArtObjectives: As a result of the learning activities, the student will be able to understand the value of money, be creative in the world of currency, and learn about the artistic side to creating physical money.Preparation (for the teacher): Before the children arrive I will have pieces of paper and markers out for the craft activity, have the poem about money out and ready to be read, and have images of other countries currency available on my tablet ready to present.Preparation (for the student): The students will need their markers and pieces of paper ready before the teacher begins the poem and presents the images on the tablet.Modifications: Peer support may be used to help students with disabilities draw their designs on the paper. Instructions for studentsTime Est.:1. The students will sit in a group setting and listen to the teacher read the poem. The students will use the provided coins to act out the poem.3 minutes2. The students will take pieces of paper and markers they choose and listen as the teacher describes images of currency from different countries. 5 minutes3. Students will design their own money with the materials provided, and have the examples of foreign currency presented.15 minutes6. The students will be allowed to share their pictorial creations with the class as closure to the lesson. 5 minutesMaterials/Resources Needed: “Smart” poem by Shel Silverstein, pieces of paper, markers, crayons, coins and dollar bill, and tablet.Questions to Provoke Critical Thinking:Why did you choose that color or design, what does it represent?Take a minute and think of how other countries have such elaborate currency, why do you think that is?Why do you think it is important to learn about money?Assessment Strategies (ways to document that objectives were met):I (the teacher) will monitor the students ability to follow along wit the poem while using the real coins and dollar.I (the teacher) will walk around and observe children’s craft and the end result could be used as an authentic assessment and put in the student’s portfolios.Connections/Bridges/Extensions:In art, the study of the physical dollar and coins will allow the students to understand the value of currency better, and learning the difference between the different currency. Using the given examples of foreign currency the lesson will be a good bridge to social studies by looking at the world through money. Also the students will listen to a poem about money which incorporates the language arts aspect of the lesson.Follow-up Analysis/Reflection Did the students get frustrated trying to design their own money? Did the students meet the objective?Do I (the teacher) need to spend more time modeling to the whole class, small group, or individual mini-lessons? ................
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