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Banking Reimagined



Lesson Objective:

In third and fourth grade, students learn about basic economics.

This project's goal is to illustrate how goods and services exchanged for money, and this money goes into the countries economy.


Materials:

  • Three 9x12 inch sheets of paper

  • Markers and crayons

  • Stapler

  • Pencil

  • Ruler

  • Scissors

  • Eraser

Optional:

  • Decorating materials (such as stickers and glitter)


Instructions:

  1. Before starting the projects, students should view the vocabulary list below.

  2. First, students should think of a country. This can be a country that they make up or a real country. If they are making up a country, they should think of a name for their made up country, for example my country's name is Julia Land.

  3. Then, if students made up a country, they should think of a name for their country's currency, for example my country's currency is called Julia Bucks. If students have though of a real country they should think of what this country calls their currency.

  4. Next, students should take one sheet paper and hold it horizontally.

  5. Three inches down from the top of the paper, students should make a horizontal line across the page using a pencil.

  6. Then, students should fold the bottom of their paper up to this horizontal line. Students should firmly press down on this fold to make a horizontal crease. (see video example)

  7. After, students should make a mark one-inch in from the outer left and right sides of their folded paper.

  8. Students should fold the left and right side of their paper to this one in mark. Students should firmly press down on this fold to make a vertical crease.

  9. Using a stapler, students should staple along the folded portion created in step 7. (see photo and video example) This will represent their country's "bank," so students can write their countries name on the bank and decorate it.

  10. Students should take a second sheet of paper and hold it horizontally.

  11. Then, fold the paper in half, folding the left side of the paper to the right. Students should press down firmly on the crease.

  12. Open the previously folded paper. Taking the left side of the paper and fold it inwards towards the crease line that was made in step ten. Repeat this step with the right side of the paper. Students should press down firmly on both creases made.

  13. Then, students should unfold the paper. Next students should fold the paper horizontally in half, like a hot dog. Students should press down firmly on the crease. When completed, students can unfold the paper.

  14. Using scissors, students should cut along the crease lines made. When completed, students should have eight rectangles. This will represent the students currency.

  15. Students should write their currency's name on each rectangle. Then they can decorate their currency. (see photo example)

  16. On the final sheet of paper, students can draw depictions of some goods and services that will be provided in their country. (see photo example)

  17. Finally, students can cut out the depictions of their goods and services.


Sample Discussion:

Students and parents can stimulate the exchange of goods and services, with parents pretending to be a customer. Parents can demand one of the student's good or service by offering money. Then, student's can supply the good in exchange for the money. All of the money earned can go into the bank to demonstrate the money the country is earning from its production of goods and services.

If the parent offers less money than what the good or service cost, the student can refuse to supply the good or service. This refusal of service demonstrates that in a capitalist country, like America, goods and services are only provided to customers who are able to afford them.


Example discussion:

Parent: Hi, I have 2 Julia Bucks and I would like to buy apple juice.

Student: Since apple juice cost 2 Julia Bucks I will give you one apple juice. Students can put the money into their country's bank and give the parent the apple juice.

Parent: I have 3 Julia Bucks and I would like to get a haircut.

Student: I am sorry, but haircuts cost 5 Julia Bucks, so you do not have enough Julia Bucks to get one.


Furthering the Lesson:

Monopoly is a perfect board game to learn more about economic concepts, specific the monopoly market structure where there is only one supplier in the market. Below are different variations of the classic monopoly board game.


Vocabulary List:


Brainstorming Example:


Sample Video:


Sample Photos:




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