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The procedure prompts students to share how they currently earn money, then work with a $100 activity to plan purchases, saving, or donating with guardian permission. Students discuss how choices change if the $100 must be earned through 8–10 hours of work, complete surveys, and develop entrepreneurship through a Shark Tank project and extensions for in-person or distance learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-2-earning/423147/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-2-earning/423147.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of Lesson 2 on earning?","Question",{"text":112,"@type":113},"Students identify key terms related to earning money and explore ideas for how money can be earned and used.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students participate in the $100 activity?",{"text":117,"@type":113},"Students either receive a $100 handout or draw a $100 bill, then write what they would buy, optionally marking “Save” or “Donate,” with permission before donating.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens in the Shark Tank project and its extensions?",{"text":121,"@type":113},"Students create and present business plans to “sharks,” develop pitches individually or in small groups, and can extend the project via a market day (sell goods/services) or distance learning by creating a commercial.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},423147,1790979378,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Lesson 2: Earning  \nObjectives: Students will identify key terms associated with and explore ideas for earning money.  \nProcedure:  \n1. Begin by asking students if/how they currently earn money. If many students want to share have students do a quick pair share before holding a class discussion.  \n2. Next, either give students the $100 hand out OR ask them to draw a picture of a one-hundred-dollar bill on one side of a piece of paper (For distance learning, this might be the better option) . It can be as simple as a rectangle with $100 written in it. On the other side, ask students to write something they would buy with $100. Tell the students they may also write \"Save\" on the bill if they choose to save it to spend later. Or they may write \"Donate\" along with the name of the cause they would like to help.(Note: Remind students that they should always have a parent or guardian's permission before donating money to a charitable cause.)  \n3. If you can do this lesson in a physical classroom, have the students crumple up their $100 bills and have a \"snowball toss” -with students sitting in a circle, each student will throw their crumpled-up bills to the center. Each student should end up with someone else's \"snowball. \" Have the students take turns reading aloud how their peers chose to use their $100. If you are doing this lesson via distance learning, you may have students either share their own or use an app, such as Padlet, where everyone can post their answer and switch whose they read aloud.  \n4. After sharing what they would do with the money, ask students if they would be willing to make the same choice to use the $100 if they had to work 8-10 hours (for example in a fast-food restaurant) to earn the same amount of money. How would working for $100, instead of being given $100 as a gift, change how they would use their money?  \n5. Discuss the vocabulary words on the vocab handout.  \n6. Lead the students through the class survey. Have students anonymously write their answers on apiece of scrap paper. Then have 1-2 students tally the answers.  \n7. Hand out the “How can you earn money NOW?” worksheet. Read through the first example and allow students time to fill in the rest of the chart.  \nShark Tank Project – This can be as short as 1 class period (if you just use the shark tank handout) or a project that is taught over 1-3 weeks. Use the materials you feel are age appropriate and meaningful to your students.  \n8. Show a few “students in the tank” videos. Be sure to include one with a pitch so the students understand the concept when they are thinking of their own pitch. Here are 2 that are inspiring. Cassidy really knows her stuff!  \n[https://www.youtube.com/watch?v=Gb3UKbSS48g](https://www.youtube.com/watch?v=Gb3UKbSS48g)  \nJack’s pitch is great!  \n[https://www.youtube.com/watch?v=-EVOzrS-R1Y](https://www.youtube.com/watch?v=-EVOzrS-R1Y)  \nThis is a fun episode of Rachel Ray where 4 kids pitch to the sharks of Shark Tank  \n[https://www.youtube.com/watch?v=jaQHN_tUyFk](https://www.youtube.com/watch?v=jaQHN_tUyFk)  \n9. Hand out the Shark Tank packet, read through it as a class and answer questions.  \n10. Give your entrepreneurs the option of working alone, with a partner, or in a group of three.  \n11. Give students time to develop their business plan on the “Shark Tank” handout.  \nExtensions:  \n12. Elect a panel of students to act as Sharks for each pitch OR have ALL the students act as sharks with a reflection form for each pitch. See the “Be a Shark” feedback form.  \n13. Physical Learning Extension: Create a market day. Students can sell their goods and services. They can use classroom money or real money for this. Note: Parents will typically need to help with the student market. Some examples of things students could sell for market day include:  \na. Slime  \nb. Milk Shakes  \nc. Jewelry (friendship bracelets, beaded items, etc. )  \nd. Art  \ne. Cookies  \nf. Etc.  \n14. Distance Learning Extension: Use the “Create a Commer","cbCaiizcP4puJgcC","https://ap.wps.com/l/cbCaiizcP4puJgcC","pdf",18638692,15,"English","# Objectives\n# Procedure\n## $100 Activity and Discussion\n## Vocabulary Review and Survey\n## Shark Tank Project\n## Extensions (Market Day / Commercial)","[{\"question\":\"What is the main goal of Lesson 2 on earning?\",\"answer\":\"Students identify key terms related to earning money and explore ideas for how money can be earned and used.\"},{\"question\":\"How do students participate in the $100 activity?\",\"answer\":\"Students either receive a $100 handout or draw a $100 bill, then write what they would buy, optionally marking “Save” or “Donate,” with permission before donating.\"},{\"question\":\"What happens in the Shark Tank project and its extensions?\",\"answer\":\"Students create and present business plans to “sharks,” develop pitches individually or in small groups, and can extend the project via a market day (sell goods/services) or distance learning by creating a commercial.\"}]","Lesson 2 - Earning | PDF",1790630328,38]