Ways to Make Money

Grade Level

8th Grade

Duration

45 minutes

Class Size

30 students

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe various ways to make money, including traditional jobs, entrepreneurship, and passive income.
• Analyze the advantages and disadvantages of each money-making method.
• Participate effectively in group discussions and case studies to develop critical thinking and communication skills.

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Standards Alignment

Common Core State Standards (CCSS) - ELA Literacy in History/Social Studies, Science, and Technical Subjects

• CCSS.ELA-LITERACY.RI.8.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
• CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

Social Studies Literacy Standards

• Recognize economic concepts such as income, entrepreneurship, and financial decision-making.

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Materials Needed

• Whiteboard and markers
• Projector or Smart Board
• Printed case study handouts (3 different scenarios)
• Chart paper or poster boards for groups
• Sticky notes
• Student notebooks or digital devices for quick writing

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Lesson Outline

1. Introduction (7 minutes)

• Engagement Question: "What are some ways people earn money?" Write student responses on the whiteboard.
• Briefly introduce the three main categories of making money: Traditional Jobs, Entrepreneurship, Passive Income.
• Explain that understanding these methods will help students make better financial choices in the future.

2. Mini Lecture & Discussion (10 minutes)

• Define and give real-world examples of:
  • Traditional Jobs: Working for a company or organization (examples: teacher, cashier, mechanic)
  • Entrepreneurship: Starting and running your own business (examples: lawn care service, online store)
  • Passive Income: Making money with little daily effort (examples: rental income, royalties, investments)
• Write pros and cons of each on the board to visualize.
• Call on students to add to the list or ask questions to encourage engagement.

3. Group Case Study Activity (15 minutes)

• Divide class into 6 groups of 5 students.
• Distribute 3 different case studies (2 groups per case study). Each case study presents a fictional person’s situation involving a type of money-making method with challenges and benefits.
• Task: Groups read case study and discuss:
  • What method(s) of making money is the person using?
  • What are the advantages for this person?
  • What are the disadvantages?
  • What advice would your group give this person to improve their income?
• Groups write their answers on chart paper.
• Teacher circulates, prompting critical thinking with questions such as: "How sustainable is this method?" or "What risks does this person face?"

4. Group Presentations and Class Discussion (10 minutes)

• Each group presents their findings (2 minutes each).
• During presentations, other students write one thing they learned on sticky notes to place on a designated ‘Learning Wall.’
• After presentations, teacher facilitates a brief whole-class discussion comparing methods and evaluating which could be best for different people and why.

5. Exit Ticket / Quick Write (3 minutes)

• Students write a brief paragraph answering:
  "Which way to make money do you think is most interesting or realistic for you right now? Explain why."
• Collect responses or have students share aloud briefly with a partner.

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Assessment

• Formative assessment through group discussions and case study presentations (checking for understanding).
• Exit ticket writing captures individual comprehension and personal reflection.
• Observation of student engagement in discussions according to CCSS.SL.8.1 standards.

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Differentiation Strategies

• Provide reading materials with varied complexity for case studies.
• Allow students to express their group findings visually (drawings, charts) if writing is difficult.
• Assign roles in groups to accommodate different strengths (recorder, presenter, discussion leader).

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Reflection & Follow-Up

• Encourage students to think about their own interests and talents in relation to money-making options.
• For next lesson: exploring budgeting and saving income earned from different methods.

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WOW Factor for Teachers

• Integrate a quick digital poll app (e.g., Kahoot or Poll Everywhere) at the beginning to engage students instantly and collect initial thoughts on money-making methods.
• Use chart paper and a Learning Wall to create an interactive visual reference throughout the unit.
• Incorporate real-life videos (brief clips) of young entrepreneurs or passive income success stories as optional extensions.

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This highly interactive, standards-aligned 45-minute plan invites students to think critically about earning money and actively engage in collaborative learning while supporting literacy and discussion skills mandated by the Common Core.