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Newspaper Lesson Plans

Pay Day

Grade Level: 4
Subject: Math/Social Studies

I. TOPIC: "Pay Day"

II. OBJECTIVES

a. Content Objective: Students will calculate the hours worked for an item based on rate of pay and cost of item with 100% accuracy. Students will distinguish between higher paying jobs and lower paying jobs. Students will justify the cost of a purchase against the sacrifices they would have to make to purchase the item they want or need.

b. Language Objective: Students will identify models of cars and occupations. Students will verbally tell the class the name of their dream car, dream occupation, rate of pay, cost of their dream car, and how many hours they will work to earn their car.

III. SUNSHINE STATE STANDARDS

MA.A.1.2.3.4.1 Student translates problems situations into diagrams and models using whole numbers, fractions, and decimal notation in the context of money.

MA.A.3.2.3.4.1 Student solves real world problems involving addition, subtraction, multiplication, and division of whole numbers using an appropriate method.

MA.A.3.3.2.6.3 Student solves real world problems involving whole numbers, fractions, decimals and common percents using one or two-step problems.

SS.D.1.2.5.4.1 Student knows the concept of earning income.

IV. MATERIALS

Picture of cars or powerpoint; News Journal (1 copy per student); Evaluation worksheet

V. TEACHING PROCEDURES

A. Introduction:

a. Show a powerpoint or pictures of several different cars. (Ex: corvette, mustang, truck, explorer)

b. Brainstorm with students different kinds of cars

c. Write all examples on the board

d. Discuss with your class the following questions: How much do you think these cars cost? How would you earn the money to buy your dream car? What kind of training and skills would be required for the job you would want? How much per hour do you think you will earn at your job? About how many hours would you have to work to earn enough money to buy your car? Would you be willing to work at a job you disliked to earn enough money to purchase your dream car or some other item you desired? Think about what is important to you. What sacrifices would you be willing to make to earn the money necessary for your purchase.

e. Show an example (If your dream car costs $20,000 and you earn $20.00 per hour, how many hours would you have to work to pay for your car? (1000 hours) If you worked 8 hr. days, how many days would you have to work? (125 days) If you worked 40 hours a week, how many weeks would you have to work? (25 weeks) Explain why it may not be realistic for me to believe that I would have saved enough money in 25 weeks to buy my dream car. If I were old enough to buy my own car, what other expenses may I have?

B. Developmental Procedures:

a. Give each student a NEWS JOURNAL. (Students may work in groups or with a buddy)

b. Direct students to peruse the newspaper and find a car that they would like to purchase. Tell them to not limit themselves to the classified section. They may find pictures or articles of a car they would like to own.

c. After all students have found their dream car, direct students to look through the paper to find their desired occupation. Once again remind students to look throughout the paper. Do not limit them to the help wanted section of the newspaper. They may find an article about a sports figure, a school official, a politician, or some other occupation that may interest them. The articles in the newspaper sometimes tell how much money certain professions earn.

d. After students have chosen their dream car and their dream job, ask students to figure out how many hours / days / or weeks they would have to work to earn enough money to buy their cars. (Considering every penny they earn goes into their car fund) If hourly rate of pay is given in the newspaper, students will use that rate of pay to solve the problem. If there is not a rate of pay given, then students may go to www.nieworld.com. Once on this site, click on occupational handbook. Type in your occupation in the search box. Click the go button and information about that particular occupation will be shown, including rate of pay.

C. Closure:

Students will share their results with the class. They will justify their purchase and state sacrifices they are willing or not willing to make to purchase their dream car. Discuss the importance of showing appreciation to family members and others who provide necessities and gifts to them. Challenge them to figure out how many hours their parents work to buy them that special something.

VI. LESSON EVALUATION:

Observation

This lesson should be done on a Monday.

The following 3 days, turn your classroom into the "work place", yourself into the employer, and the students into employees. Students will earn $10.00 per hour. Students will keep a timesheet to record their hours. They will not get paid for lunch or recess. If they are late for school they must wait to clock in until the next hour. (Ex: They come to school at 8:10. They work until 9:00 before their pay begins.)

On Friday, ask students to total their hours and figure out how much money they earned. Pay the students with pretend money.

Treat them to a special snack while they search through the Sunday paper and record how they will spend their hard earned money. Maybe they will go to a movie. Maybe there is a gift they would like to buy someone. Maybe they want to buy something for themselves. Give each student a worksheet to record the following information: How do you want to spend your money? How much will it cost you? How many hours did you have to work to buy this item?

Evaluate the worksheet for accuracy of number of hours worked to buy the desired item.

VII. ANTICIPATED USE OF TIME

Time: 3 Minutes - Teacher: Show pictures of cars; Students: Look at pictures

Time: 5 Minutes - Teacher: Record students´ answers; Students: Brainstorm names of cars

Time: 10 Minutes - Teacher: Lead discussion; Students: Share ideas and opinions

Time: 5 Minutes - Teacher: Show example; Students: Work out example w/teacher

Time: 15 Minutes - Teacher: Observe; Students: Peruse paper to find dream car

Time: 10 Minutes - Teacher: Observe; Students: Peruse paper to find dream job

Time: 20 Minutes - Teacher: Observe/guidance; Students: Solve problem (Students may need more time if they have to use the internet to find information about rate of pay)

Time: 10 Minutes - Teacher: Lead discussion; Students: Share results with the class

VII. ESOL STRATEGIES

Demonstration; Representation; Utilization; Direction; Vocabulary; Oral Communication; Peer Tutors/Buddy System; Regularly Check for comprehension; Wait time

Liz Sokerka
Stetson University

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