InterestingInterest

Author:MelodieMiller
Datecreated:03/26/201610:54AMEDTDatemodified:04/14/20165:17PMEDT

LessonTitle
Subject/TopicArea

SocialStudies

Grade/Level

Grade5

ContextforLearning

Thisclassroomhas18girlsand11boys.Theyareinthe5thgrade,ages1011.ThisclassroomisinaTitleIschooland
manystudentscomefromlowincomefamilies.ThesestudentscomefromCaucasian,AfricanAmerican,andHispanic
ethinicbackgrounds.5studentshaveIEPsand4ofthemgetresourceroomformath,languagearts,andreading.

Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade5students:
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade5topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterialexplicitlydrawonthatpreparationand
otherinformationknownaboutthetopictoexploreideasunderdiscussion.
b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
c.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateon
theremarksofothers.
d.Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledgegainedfromthe
discussions.
Indicator:
1.b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
Indicator:
1.c.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborate
ontheremarksofothers.

LessonObjectives

Studentswillknow:
SavingandBorrowing
RoleofBanks
Howaloanstimulateseconomicactivity
Studentswillbeableto:
Understandmultiplecausesanduseinformationtopredictlikelyeffects
Usesocialstudiesmaterialsandknowledgeasevidencetosolveproblemsandtomakeandsupportreasoned
decisions,explanations,conclusions,orpredictions
Explainthereasoningusedinmakingdecisionsorpredictions,solvingproblems,anddrawingconclusions

LessonRationale

Myclasswillunderstandthattheyarelearningtheseconceptsbecausetheywillneedtoknowaboutbankaccountsand
moneywhentheybeginworkinginsociety.

LessonEssentialQuestion(s)

Howdoesabankmakeprofit?

BeginningOfTheLesson/Orientation
InstructionalStrategies

Atthebeginningoftheclass,givethestudentsanindexcard.Havethestudentsrespondtothefollowing,
Whatisaloan?onthefrontoftheindexcards.Aftertwominutes,discussthestudentspriorknowledgeon
loans.

FormativeAssessment
(ongoing)

Listentostudentresponsesastheyanswerthequestion"Whatisaloan?".Studentsmayknowasmallamountof
informationaboutaloan,butnotasmuchastheyaregoingtolearnaboutinthefollowinglesson.

TimeFrame

5minutes

Assessment/Rubrics

PresentationOfTheLesson
InstructionalStrategies

Remindstudentsthatinapreviouslesson,welearnedonereasontodepositmoneyintoasavingsaccountisto
earninterest.Bankspaythisinteresttocustomers.Remindstudentsthatabankisabusiness,andthegoalof
abankistomakeaprofit.

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Askstudentsforideasonhowabankmightmakemoneyiftheyarepayingmoneytoeachcustomerthathasa
savingsaccount.Afterhavingthestudentsshareideas,explainthatabankmakesmoneybycharginginterest
onmoneythattheyloantocustomers.
FormativeAssessment
(ongoing)

Listentostudentresponsesastheybuildontheirpriorknowledgeandconceptsthatarebeingintroduced.

TimeFrame

10minutes

Practice:
InstructionalStrategies

Priortothelesson,createatownonalargepieceofbutcherpaper.Clickhereforasample.

Explaintostudentsthattodayyouwillberoleplayingtoseetheroleofabankinacommunity.Reviewthe
reasonswhyapersonmightvisitabank.

Reviewthetwotypesofinterest.Interestthatispaidtocustomerswhohavethebankholdtheirmoney,and
interestthatthebankchargescustomerswhentheyborrowmoney.

Explainthatthebankusesthemoneycustomersdepositinasavingsaccounttomakeloanstobusinessesand
people.

Explainthatyouwillbethebankerforthislesson.Setupadeskatthefrontoftheroomandplaceasignthat
readsCommunityBankonthedesk.

Givesixpaperclipsandonepennytoeachstudent.Haveeachstudentdrawanumberfromthebag.Distribute
oneindexcardtoeachstudentwhodrewa1,twoindexcardstoeachstudentwhodrewa2,threeindex
cardstoeachstudentwhodrewa3andfourindexcardstoeachstudentwhodrewa4.

Explainthattheindexcardsandpaperclipsrepresentincome.Explainthatinacommunitynotallpeoplehave
thesameamountsofincome,soeachstudentintheclasswillhavedifferentamountsofincome.

Tellstudentsthattheywillusetheindexcardstobuildahouseorabusiness,andwhatsizetheirhouseor
businesswillbe,theywillfliptheirpenniesandfollowtheinstructionsinVisual1.

DisplayVisual1.Explaintothestudentsthattheyaretofliptheirpenniestwiceandrecordwhetherthepenny
landsonheadsortails.DisplayVisual2andexplainthefollowinginstructions:

Ifthestudentshavethecorrectnumberofcardsfortheirindividualprojects,theycanbeginbuildingthe
houseorbusinessusingtheircards.
Thestudentsmaytapecardstogetheriftheirprojectcallsformorethanonecard.
Oncethestudentshavebuiltahouseorbusiness,theymaytapeitonastreetonthetownyoucreated.
Someofthestudentsmayhavemorecardsthantheyneedfortheirbuildingprojects.Othersmaynot
haveasmanyastheyneed.
Ifthestudentshavemorethanenoughfortheproject,theymaysavesomeofthecardsbydepositing
theminthebank.Foreachcardthatastudentdepositsinthebank,heorshewillearnonepaperclipin
interest.

Askhowmanystudentsdonothaveenoughcardstobuildtheirdesignatedproject.Askthosestudentswhat
theycoulddotobuildtheirbusinessorhouse.Theycouldborrowmoneyfromthebankintheformofaloan.

Tellstudentsthattoborrowacardfromthebank,itwillcostthemtwopaperclipsininterest.Remindthemthat
onewaybankscanmakeaprofitistochargemoreinteresttothosewhoborrowthanitpaystothosewhosave
moneyanddeposittheirmoneyinthebank.

Onceeachstudenthassavedorborrowed,showthestudentshowthebanksholdings(paperclips)have
increased.Alsodrawthestudentsattentiontohowcardsweretransferredfromthesavers,tothebank,and
thentotheborrowers.

Allowtimeforeachstudenttobuildahouseorbusinessandplaceitinthetown.
FormativeAssessment
(ongoing)

Haveaclassdiscussionusingthefollowingquestionsasaguide.
Inourcommunity,dideveryonehavethesameincome?Why?
Peopleusetheirincometobuygoodsandservices,tosaveforthefuture,andtopaytaxes.Howmany
peopleinourcommunityusedtheirincometobuyhousesorbusinesses?Howmanypeoplesavedapart
oftheirincome?
Whenpeopleinthecommunitysavedatthebank,whatdidtheyreceive?Whatdidthisrepresent?
Whydobankspayinterest?
Whydothepeopleinthecommunityborrowfromthebank?

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Whatdidpeopleinthecommunitypaywhentheyborrowed?Whatdidthisrepresent?
Whydobankschargeinteresttopeoplewhoborrow?
Ifyouweretoreceivemoreinterest(twopaperclips)foreachcardyouputinthebankinsteadofone,
howwouldthisaffecthowmuchyouwouldbewillingtosave?
TimeFrame

30minutes

ClosureAndSummarizing:
InstructionalStrategies

Havethestudentstakeouttheindexcardfromthebeginningofthelesson.Onthebackofthecard,havethem
answerthefollowingquestion,Whatisaloan?

SummativeAssessment

GiveeachstudentacopyofHandout4.Havethestudentscompletethisindividually.

TimeFrame

10minutes

AnalysisOfData,Reflections/Adaptations
Analysis

MaterialsNeededForTheLesson
Materials

IndexCards
"Town"Image
Visual1
Visual2
Handout4
PaperClips
Pennies
Attachments:
1. ReasonsforBanks(Lesson2).notebook
2. ReasonsForBanksDocument

References

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