Count on the Euro

Count on the Euro lesson plan

Create a changeable currency conversion chart. With Crayola® Erasables, exchange rates can be easily updated!

  • 1.

    What’s a Euro? On January 1, 1999, 12 nations in Europe began to use a new currency called the Euro. Since then, other nations have become part of the European Union. Most, but not all, member countries have adopted the Euro. Have students find out which countries use the Euro.

  • 2.

    Identify countries. Choose several other countries that use a different currency. Students find out the names of countries that are part of their heritage, and that of their classmates’ families’ heritages. Ask student if they were to travel there today, how much would the Euro be worth? Here’s one way to make an easy-to-update chart showing current exchange rates.

  • 3.

    Make a chart. Cut a recycled file folder with Crayola Scissors for your chart. With Crayola Twistables, draw the Euro symbol (a large yellow E made with an equal sign and 12 stars around it). Draft spokes coming out from this hub for each country that you are comparing with the Euro. On each line, fill in the country’s currency name and its flag.

  • 4.

    Check exchange rates. With Crayola Erasable Colored Pencils, fill in today’s value of each country’s currency relative to one Euro. Once a week, check exchange rates and update your diagram simply by erasing.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LA: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  • MATH: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • SS: Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.
  • VA: Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Adaptations

  • Students can investigate monetary systems used in varying European countries prior to the acceptance of the Euro. Students should provide original sketches of paper bills and coins from past monetary systems. Organize research for presentation to the class.
  • As a class, have students make a list of items used in daily life. Compare the prices of these common items in chosen countries. This can be done over a period of time, checking the exchange rate for U.S. funds, with students observing the fluctuations. Can they see any patterns?
  • Debate the statement: Countries lost a part of their national identity with the introduction of the Euro.
  • Some European countries do not use the Euro. Which countries are these? Why did they choose not to use it as the basis for their monetary system? Doe it strengthen or weaken these countries?