Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

Students will learn about money by buying an Easter dinner for a needy family. Students will also learn about letter and paragraph writing, and creating a commercial.

CONNECTIONS TO STANDARDS: PRIMARY LEVEL

ENGLISH LANGUAGE ARTS

Standard 1: Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Benchmark 1: Listening and Reading

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Benchmark 2: Speaking and Writing

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Standard 4: Language for Social Interaction

Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Benchmark 2: Reading and Writing

Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

INFORMATION SYSTEMS FROM THE MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS AND BENCHMARKS

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Benchmark 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Benchmark 4: Technological Systems

Technological systems are designed to achieve specific results and produce outputs, such as products, structures, energy, or other systems.

MATHEMATICS FROM THE MATHEMATICS, SCIENCE AND TECHNOLOGY STANDARDS AND BENCHMARKS

Standard 3: Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Benchmark 2: Number and Numeration

Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.

PREREQUISITES

• Addition with regrouping
• Value of dollars and coins
• Write a complete sentence
• Paragraph writing including main ideas and supporting details
• Basic knowledge of Microsoft Works including centering, font size, saving, and spell check

CONTENT KNOWLEDE

Declarative

• Students will learn how to align decimal points and dollar signs.
• Students will learn how to write a letter using computer format.
• Students will learn about the necessary steps to create a commercial by learning strategies advertisers use to make products appealing.
• Students will understand how advertising is used to convince people to buy a particular item.
• Students will learn how to use comparison shopping to buy an Easter dinner.
• Students will learn the different departments of the supermarket.
• Students will learn how to locate unit pricing.

Procedural

• Students will count out money using manipulatives.
• Students will use proper sentence structure, spelling, and grammar.
• Students will add groups of money.
• Students will create a graphic and present a 15-30 second advertising commercial.
• Students will use the grouping of money strategies, learned in lesson 1, to add up the total amount it will cost to buy groceries, in one supermarket verses another.
• Students will locate necessary items in a supermarket
• Students will write paragraphs.

ESSENTIAL QUESTIONS

• What are some reasons that make people choose to shop at one store and not another?
• Where do you go to give or receive donations?

• Where can people go to receive food if they don't have any money?

INITIATING ACTIVITY

1. With a partner students will make a list of all the items they would need for a ham dinner.
2. The class will brainstorm a group list of everything needed for this dinner.
3. Each group will estimate how much each item will cost and then total their estimates.
4. Once this is completed the class will play a "price is right" game to find out how close they were to the actual prices.
5. Students will be given money manipulatives and be instructed to count out the amount they had.

CULMINATING PERFORMANCE

Students will be taking a field trip to the local supermarket. Students will compare prices before they choose which brand to buy. The PTO will donate money for students to buy the necessary items to make Easter dinner. The food will be donated to a local family.

UNIT OVERVIEW

Students will learn about money by buying an Easter dinner for a needy family. Students will also learn about letter and paragraph writing, and creating a commercial.

Lesson 1 – 60 minutes

Students will see a realistic use of money and become motivated to use money in this unit.

Lesson 2 – three 40 minutes

Write a letter to the PTO requesting money for shopping.

Lesson 3 – three 40 minute class periods

By creating a commercial students will understand how advertisement is used to get people to buy a particular item.

Lesson 4 – 60 minutes

Students will realize that stores sell the same product at different prices. Students will use comparison shopping to find out what products are better "deals" and how much a dinner will cost.

Lesson 5 – 120 minutes

Students will experience the importance of giving back to the community.

Lesson 6 – three 40 minutes classes

Students will write five paragraphs including what they did and what they learned from this thematic unit.

LEARNING EXPERIENCES

Lesson #1

Objective-

Students will see a realistic use of money and become motivated to use money in this unit.

Purpose –

Procedural Knowledge: Students will count out money needed to buy dinner.

Declarative Knowledge: Students will learn how to align decimal points and dollar signs.

Anticipatory set- Inform students that we will be going shopping for a ham dinner to give to a needy family.

Teach -

• With a partner students will make a list of all the items they would need for a ham dinner.

• The class will brainstorm a group list of everything needed for this dinner.

• The class will play a "Price is Right" game to find out how close they were to the actual prices.
• The teacher will model how to add the list, showing decimal placement and grouping of amounts.
• The class will add parts of the list and then total the parts.

Closure – Students will add up the money needed to buy a ham dinner using manipulative money.

Assessment - Teacher observation of students ability to correctly align and add up money in various activities.

Time - 60 minutes

Modifications - The way students are grouped. Some students may use calculators.

Extension – Ask students to find better prices in grocery advertisements.

Lesson #2

Anticipatory Set – Brainstorm ways to get enough money to buy food for the project. Tell students that they will be writing letters and the best one will be selected to send to the PTO.

Objective – Students will write letters to the PTO requesting money for the project.

Purpose –

Declarative Knowledge - Students will learn how to write letters.

Procedural Knowledge – Students will use proper sentence structure and computer format for letter writing.

Teach –

• Brainstorm ways to get enough money to buy food for the project.
• Discuss the five different parts of a letter.
• The teacher will model writing a letter to Social Services that shows all five parts of a letter. The purpose of this is to find a family who would benefit from the food.
• Discuss what information must be included.
• Allow students to write their own letters, first on paper and then using Microsoft Works.

Closure – Students will type their letters and the chosen letter will be sent to the PTO.

Assessment – Graded on a rubric, students will type a letter, using computer form, that will include all five parts of the letter and the necessary information discussed during class.

Time – three 40 minutes classes

Modifications – Students will receive help from their Resource Room teacher.

Extension – Students can add more than just the necessary information discussed in class.

Lesson #3

Anticipatory Set – Play a guessing game where the teacher says a "jingle" or shows them a picture "logo" and students guess what product is being promoted. Let the students know that they will be making their own 15 - 30 second commercial.

Objective – Students will understand how advertisement is used to get people to buy a particular item through creating a commercial.

Purpose –

Procedural Knowledge: Students will create a graphic and present a 15 – 30 second advertising commercial.

Declarative Knowledge: Students will learn about the necessary steps to create a commercial. They will also learn the strategies that many advertisers use to make the product appealing.

Teach –

• Brainstorm the elements that may be found in a successful advertisment.

• Explain the steps that each group (of 2 or 3) will follow to make their commercial.
• Pick a product of their choice to present.
• Select a slogan.
• Make a graphic that will be the background for their commercial.
• Write a commercial script.
• Have the commercial script edited by a peer group.

Closure – Students will film and view their commercials using a digital camera.

Assessment – The commercial will be graded based on a rubric and a checklist.

Time – Three 40 minute class periods.

Modifications – Resource Room and teacher assistance as needed.

Lesson #4

Anticipatory Set – Students will be asked to bring in circulars from local supermarkets.

Objective – Students will realize that stores sell the same product at different prices. Students will use comparison shopping to find out how much the dinner will cost.

Purpose –

Declarative Knowledge: How to use unit prices to find out what product is cheaper.

Procedural Knowledge: Use the grouping of money strategies, learned in lesson, to add up the total amount it will cost to buy groceries in one supermarket verses another.

Teach –

• View the circulars brought in by the class.
• Discuss how advertisers entice consumers to come to their store.
• Using a worksheet the students will write out the different prices they see in their circular.
• Students will be assigned a column of the chart to total.

Closure – A supermarket will be selected to purchase the groceries needed to make the ham dinner.

Assessment – Check list, teacher observation of who is finding the different items and their prices located in the circulars. Student’s ability to come up with the correct total for the column they were assigned.

Time – 60 minutes

Modifications – Students with modifications may use calculators.

Lesson #5

Anticipatory Set – Discuss the different departments in a supermarket. As a class break up the shopping list according to these departments. Each group will be in charge of finding the items in their department.

Objective –Students will learn to shop wisely, paying attention to prices. Students will also learn the importance of giving back to the community.

Purpose –

Declarative Knowledge: Students will learn the different departments of the supermarket. Students will also learn how to locate the unit price of items to choose which item is a better deal.

Procedural Knowledge: Students will locate necessary items in the supermarket.

Teach –

• Group discussion of what are the different departments in the grocery store.
• Students will help to decide what items are found in each department.
• Students will be divided into groups and then copy down the items their group will be responsible for finding.
• While at the store the group leader will show the students how to locate a unit price. The teacher will also help guide them through making the right product selection based on comparison shopping techniques discussed earlier.

Closure – Students will help carry back the groceries and present them to the Social Services representative.

Assessment – Students will locate the item and find the unit price.

Time – 120 minutes

Modifications – Assistance will be given as necessary to help students choose the appropriate item.

Lesson #6

Anticipatory Set – Class discussion of the units sequence of events, including the main ideas and supporting details which will be used to create the five topic sentences.

Objective – Students will write five paragraphs including what they learned from the thematic unit.

Purpose –

Procedural Knowledge: Students will write five paragraphs using proper sentence structure, grammar, and spelling.

Teach –

• Students will receive an outline that includes five topic sentences.
• Using their previous knowledge, students will be required to fill in supporting details for these five topic sentences.
• Students will write a rough draft.
• Students will type their paragraphs using Microsoft Works.

Closure – Ask students to discuss this unit with their family on Easter.

Assessment – Rubric for paragraphs.

Time – 120 minutes

Modifications – Students will complete the outline with help from the Resource Room teacher.

Extension - Students will be challenged to change the outline format to a friendly letter and send it to the PTO as a thank you letter.

Rubric: PTO Letter

Key Questions: What are the five parts? Are they in the proper location? How many grammar and spelling mistakes were there? Did they include all of the necessary details?

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Rubric: What you have learned paragraphs.

Key Questions: Are all five parts of the outline included? How many grammar and spelling mistakes?

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Rubric: Video

Key Questions: How creative was the presentation? Did they create and use visual aids? How was their voice and eye contact? How long was it?

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

STUDENT AND TEACHER SHEETS

Grocery List Estimated Price Actual Price Closest

Ham - 5 lb.

Potatoes - 10 lb.

Squash - 3 lb.

Applesauce - jar

Milk - gallon

Butter - 1 lb.

Rolls - dozen

Pie - 9 in.

Napkins - package

Pickles - jar

Olives - can

Total A:

Total B:

Total C:

TOTAL:

Lesson 1

A. Lesson 1

Grocery List Actual Price

Ham

Potatoes

Squash

TOTAL

B.

Grocery List Actual Price

Applesauce

Milk

Butter

Rolls

TOTAL

C.

Grocery List Actual Price

Pie

Napkins

Olives

Pickles

TOTAL

Name Lesson 3

eye contact

voice

visual aid (actual product, chart, poster, or costumes)

creativity of presentation

was it between 10 – 15 seconds

product clearly presented

Grocery List Store Actual Price

Ham - 5 lb.

Potatoes - 10 lb.

Squash - 3 lb.

Applesauce - jar

Milk - gallon

Butter - 1 lb.

Rolls - dozen

Pie - 9 in.

Napkins - package

Pickles - jar

Olives - can

TOTAL:

Lesson 5

Name Lesson 6 Language Arts

Directions: Fill in the outline by adding supporting details to the main ideas.

Paragraph One:

Main Idea: Our class bought an Easter dinner for a needy family.

Supporting Detail: _____________________________________________

______________________________________________________________

______________________________________________________________

Paragraph Two:

Main Idea: We decided what an Easter dinner would cost.

Supporting Detail: _____________________________________________

______________________________________________________________

_____________________________________________________________

Paragraph Three:

Main Idea: We wrote a letter to the PTO asking for money to buy the dinner.

Supporting Detail: _____________________________________________

______________________________________________________________

______________________________________________________________

Paragraph Four:

Main Idea: We went shopping at the Dexter Market.

Supporting Detail: _____________________________________________

______________________________________________________________

______________________________________________________________

Paragraph Five:

Main Idea: My favorite part was when we….

Supporting Detail: _____________________________________________

______________________________________________________________

______________________________________________________________

TEACHER FORM FOR GRADING

Name

LETTER

Five Parts 1 2 3 4

Grammar/Spelling 1 2 3 4

PARAGRAGH

Outline 1 2 3 4

Grammar/Spelling 1 2 3 4

VIDEO

Creativity 1 2 3 4

Visual Aid 1 2 3 4

Presentation 1 2 3 4

Timing 1 2 3 4

TOTAL /32