Imagining Spending Choices

Objective

I can... share my ideas about spending money.
Students will be able to articulate at least two different ways to spend or save $20.

Common Core Standards

• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• CCSS.MATH.CONTENT.1.MD.C.4 (related to understanding money concepts from Common Core Math standards): Organize, represent, and interpret data with up to three categories.
  Though the main focus is Social Studies, integrating these standards will ensure cross-curricular alignment.

Materials

• Whiteboard and markers
• BrainPOP Jr transcript on saving and spending (printed for each student)
• BrainPOP Jr video on saving and spending (prepared and ready to play)
• $20 play money or pictures of money bills
• Sentence frames on chart paper or handout (example: "I would spend money on ___." / "I would save my money to buy ___." / "I think saving money is important because ___.")
• Paper and crayons for drawing (optional for extension)

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Lesson Outline (30 minutes)

1. Warm-Up Discussion (5 minutes)

• Teacher: Show the $20 play money or pictures. Ask:
  "If you had $20, what would you do with it?"
• Activity: Pair students up (2 per pair, 7 pairs and 1 group of 3) to share their ideas briefly.
• Support: Provide sentence frames for any students who need help expressing their ideas.
• Teacher: Circulate to listen and scaffold conversations as needed.

2. Whole Class Sharing (5 minutes)

• Invite 4-5 pairs to share what they talked about with the whole class.
• Write key words on the board to highlight choices like “save,” “buy toys,” “buy food,” etc.
• Emphasize that there is more than one smart way to use money.

3. BrainPOP Jr Video Viewing (8 minutes)

• Show the BrainPOP Jr video on saving and spending.
• Before viewing, remind students to listen for two different ways people can use money.
• Provide each student with a printed transcript to follow along (dyslexia-friendly support).

4. Post-Video Partner Talk (5 minutes)

• In pairs again, students discuss:
  • What did you learn about spending and saving?
  • Can you name two ways to use money from the video?
• Use sentence frames again if needed.

5. Wrap-Up & Success Check (5 minutes)

• Call on volunteers to share their two ways to spend or save money using the sentence frames.
• Success Criteria Check: Confirm students can say at least two ways to spend or save $20 clearly.

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Differentiation Strategies

• Sentence frames support verbal expression challenges.
• Use visuals (play money, pictures) to support understanding.
• Allow extra time for pair discussions.
• For students who need movement, let them hold the play money when speaking.

Extension Activity

• Advanced learners create a simple budget for their $20 using paper and crayons:
  • Draw pictures of items they want and write how much they would spend on each.
  • Include a portion to save.
• This activity supports numeracy and critical thinking about money management.

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Assessment

• Observe students’ participation in pair and whole-class discussions.
• Listen for use of sentence frames and ability to name at least two ways to spend or save money.
• Review extension budgets for understanding of dividing money between spending and saving.

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Reflective Notes for Teacher

• Encourage a growth mindset by praising all ideas and highlighting that smart spending choices look different for everyone.
• Use positive reinforcement to build confidence in sharing ideas.
• Keep discussions brief and focused to accommodate short attention spans.
• Use transcript to assist students with reading difficulties during video.

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This lesson plan blends social studies concepts with communication and introductory economics, aligned to Common Core standards, and uses multisensory strategies to support diverse learners.