Introduction
This unit is about "Economics--Budgeting based on needs more than wants", and designed for ESL students in fourth grade. The content goal of this unit is that students will gradually learn basic concepts in economics discipline, and how they work together, and become a reasonable consumer. In addition, according to NYS standards of ESOL, students will be able to “identity and use basic reading and listening strategies to make text comprehensible and meaningful”, “view, listen to, read, gather, organize, and discuss information from various sources”, and “engage in collaborative activities through a variety of student groupings to gather, share, discuss, and present information”(p. 18).
One goal of this WebQuest is that students will be able to synthesis the knowledge about budget together, such as what is need? What is want? Why should we budget based on needs than wants? What can we do with the help of budget? To be more specific, students will use the story of Abby Hayes as a case to explore these question. Abby was a fifth grade girl, who really wanted a rollerblades with purple wheels, and then decided to buy rollerblades herself. She created budgets on how much she has eared and how much she spent.
Students will read this story, experience how to budget, how to make money with her, and explore boarder questions such as what is a budget? If I were Abby, what can I do? What are good methods for students to make money? At last, poster presentation will be a summative assessment for this WebQuest, presentation will be given as five groups, and each group has five students. The evaluation is created for post presentation.
Task
Students will be able to answer four questions, and show them on poster:
1. What is a budget? What is a budget for me?
2. What problem have Abby met?
3. If I were Abby, what can I do to get enough money to buy new rollerblades?
4. Please recommend some methods for your friends who want to make money.
Process
1. For the first question, students read p. 10, 11, 24, and 25 in children book Do I need it? Or do I want it? Making budget choices, and discuss in groups to figure out both question, and then record answers.
2. For the second question, students read p. 19, 20, and 21 in children book The amazing days of Abby Hayes: Have wheels, will travel, and then answer voluntarily.
3. In order to answer this question,
(1) Students will play the game “Mad Money” (http://pbskids.org/itsmylife/games/mad_money_flash.html); see if they can get cool things in a video game.
(2) Read “Managing money: Creating a budget” (http://pbskids.org/itsmylife/money/managing/article6.html), take advantage of “blank Budget Sheet” and “sample Budget Sheet” on this website.
(3) We assume that the only income of Abby was $5.00 allowance per month. Fill the blank Budget Sheet for Abby
4.
(1) See what Justin and Valorie did to make money on website (http://pbskids.org/itsmylife/money/making/index.html), both of them are 11 years old.
(2) How to make money at home: http://pbskids.org/itsmylife/money/making/article3.html
(3) Further methods to make money: http://pbskids.org/itsmylife/money/making/article5.html
http://www.dailyfinance.com/2011/03/08/unique-ways-kids-can-earn-money/
Evaluation
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Criteria |
(1) Needs Improvement |
(3) Acceptable |
(4) Excellent |
Score |
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Conventions |
Grammar, spelling, and punctuation, may contain many errors, and may not always allow for clear comprehension. |
Grammar, spelling, and punctuation, may contain few inaccuracies, but do not confuse the readers. |
Grammar, spelling, and punctuation enhance reader comprehension. |
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Research |
Show a limited understanding of the topic. Evidence suggests that the students have not researched the topic adequately. Little of the information is accurate and relevant |
Show a good understanding of the topic. Evidence suggests that the students have researched the topic. Most of the information is accurate and relevant. |
Thoroughly describe Topic. Evidence suggests that the students have clearly researched the topic. All the information in the poster is accurate and relevant. |
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Presentation |
Speakers do not maintain eye contact with the audience. The voice is too quite to be heard. Limited language skills and pronunciation are used. Visual aids are not effective. |
Speakers maintain eye contact with the audience. The voice is loud but not clear. Basic language skills and pronunciation are used. Visual aids are effective. |
Speakers maintain good eye contact with the audience. The voice is clear and audible. Visual aids are well prepared, informative, and effective. |
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