Unit Components

School District: Eureka
Unit of Study Title: Personal Money Management/Savings Plans
Grade Level: 9-12
Time Frame: 8 Weeks
Key Words: Money Management Savings

Unit Designer Name: Joleen Schaffer (JS008)
Unit Designer E-mail: Joleen.Schaffer@k12.sd.us

Topic Areas: Business - Computer and Marketing

Brief Summary of Unit:
The focus of the project is for studetns to udnerstand that a savings plan is vital to ones personal financial future. In order for students to gain this understand this until will cover the basic areas of income and ecpenses, budgeting, and interst, as well as setting goals. This unit is heavy in the use of spread sheets, assisted by word processing and Power Point. The ulitimate goal of the unit is for the sutdents to prepare a financial savings plan for their family. The hand-held unit will be used to track the family income and expenses using thePC Wallet Program, and Excel spread sheets. The students will be asked to take to the hand-held's home and track expenses for 1 week. Together with their family they will also be asked to complete a family budget and set financial goals. With the use of the Hand-held computer this will be possible to complete together at home and have a final project to hand in to the instructor. With the beaming capabilities students will not have to produce anyting on paper, which will increase the level of confidentiality of the project.

Technology: Desktop Applications, Handheld Computer

Desired Results

What enduring understandings are desired? Students will understand that...
A savings plan is vital to ones persona financial future.
How to develope a budget.
How to calculate interest income (simple and compound)
The importance of setting financial goals.
There are different types of investments available.
The relationship between the type of financial goals and the types of investments.
The relationship between risk and the rate of return.

What essential questions will guide this unit and focus teaching and learning?
How do you buy or pay for things that cost more than you have money available?
How much money will you need when you want to retire?
How do you know how much money you can afford to pay for an item?
How much money do you spend in a week?
How much money does your family spend in a week.
How much money does your family need to meet basic expenses each month?
How much extra money does you rfamily have left at the end of each month?
How much money will you earn if you put money away in a savings account?
What different types of investments are available?
How does one determine what tyupe of investment works best for your situation?
What are the current interest rates for the different types of investments available?
What is the difference between compound interest and simple interest?
What types of things will yo need to survive in the future?
How much do these items cost?
How long will it take to have enough money to pay for these items?

Link to Standards #1
Content Area: Business/Computer/Market Education
Source: SD Content Standards
Goal (SD Content Standards):
Manage limited personal financial resources and recognize that more of the wants and needs of members of society can be satisfied if wise consumer decisions are made.

Indicator:
N/A

Benchmark(s):
N/A

Standards: (South Dakota Grade level standards are preceded with an *)
Benchmark(s):
N/A
Standards (knowledge and skills): Students will know and be able to do...
10.25 Identify various sources of spending money.
10.26 Identify ways in which individuals and families obtain financial resources.
10.29 Define various types of income derived from investments.
10.30 Explain how factors such as demand for a given occupation, interest rates, and stages of the business cycle influence the level of income earned from these sources.
10.31 Identify personal values and goals.
10.32 Determine the financial resources needed to satisfy personal values and goals for a given time period.
10.33 Develop a plan to allocate financial resources to meet an individual’s financial goals.
10.34 Compare a personal spending plan with typical consumer spending for major categories to determine appropriate levels of spending to meet individual financial goals.
10.35 Describe how income and spending patterns change throughout the life cycle for a typical persona and family.
10.36 Describe how and why people save.
10.37 Describe the advantages and disadvantages of different savings plans.
10.38 Analyze the factors that affect the rate of return on a given savings or investment plan. (e.g. risk, current interest rate, liquidity)
10.39 Explain why savings and investment plans change as one proceeds through life.
10.40 Differentiate between interest, dividends, capital gains, and rent from property.
10.41 Describe how saving and investing influences economic growth.

Link to Standards #2
Content Area: Business/Computer/Marketing Education
Source: SD Content Standards
Goal (SD Content Standards):
Select and apply information systems across the curriculum.

Indicator:
N/A

Benchmark(s):
N/A

Standards: (South Dakota Grade level standards are preceded with an *)
13.1 Demonstrate how information systems can support learning in all curriculum areas.
13.2 Select information systems hardware and software appropriate to accomplish tasks across the curriculum.
13.3 Apply information systems hardware and software appropriately to accomplish tasks across the curriculum

Evidence of Understanding

Performance Task Vignette(s):
The major product students will produce to demonstrate understanding will be a PowerPoint that demonstrates the savings/financial plan for their family. The goal of the project is for the students to be able to put all the pieces learned in to unit into a finished project. This project gives the students the opportunity to use the tools provided in a hands-on, real life project. The final product will be presented to the family in a private session. The project must include the current financial condition, including balance sheet and cash flow statement; show the current budget, and how the budget could be changed to include new savings options; financial goals both short-term and long-term, financial projections that show how the family will or will not reach these goals in their current financial plan; list options that are available for their family’s new financial plan with advantages and disadvantages for their situation; show projections of a suggested new financial plan that shows how the changes will help them reach their financial goals. Many of the requirements will have been completed through out the units. It the job of the students to implement them into their presentations. These tasks include the balance sheet, cash flow statement, and budget.
The financial plan will be evaluated in two ways. First the parents will use a rubric to evaluate the effect of the project. The parents will grade the students based on how well the student explains the current situation, and how well they convince them that the new plan should be implemented. The second evaluation will be the instructor’s evaluation, by rubric, on how well the presentation was put together, how well they met all the performance tasks, and on the technical aspects of the project. The scores will then be combined for a final grade. The students will be given a check list of the requirements and will be able to guide themselves through the completeness aspect of the project. They will also have the rubrics to help guide them throughout the project.

Other Evidence: Quizzes, Tests, Academic Prompts and Work Samples:
Other assessments include chapter vocabulary quizzes, and mathematical problems from each chapter as well work completed on a letter to their parents explaining the project and asking for their help and cooperation with the project; a contract and statement of confidentiality; their preparation of the balance sheet and cash flow statements and their balance sheets.

Unprompted Evidence:
Observation of student work in progress will be key to guiding the students in the right direction of the project. It will be important to check for missing key components and answer questions regarding their understanding. In the past some of the major questions would come during the explanation of the different types of investments. When one is able to apply them directly to their situation, they get a better understanding of the concept. Many of the essential questions are posed in the observation portion of the project.

Self Assessment / Peer Assessment:
As mentioned previously, students will be given check lists that indicate all of the technical requirements and essential elements. They are also given an outline with all of the projects and assignments listed. The due dates are placed on this as the unit unfolds. They will also receive copies of the evaluation rubrics to help guide their production.
Because of the sensitivity of the information on the projects, and the confidentiality issues involved peer assessments will not be a component of this project. However, the family assessment, and sharing will replace it.

Learning Experiences and Instruction

Learning Activities:
In the very beginning of the instruction, students will be given an outline/syllabus of the unit. The syllabus includes a list of each assignment for the entire project. The check lists and rubrics are also included with the syllabus. Because the nature of long units tends to through due dates off, there is a section for the student to enter due dates for each project as they become due. The why of the unit will be addressed with many of the discussions.
Students will be HOOKED through engaging and provocative entry points:
How will you hook students through engaging and thought-provoking experiences?
Students will be hooked with many hand-on experiences. This will be especially true with the expense tracking with the new PDA’s. It’s true that this part of the project could be completed on paper. However, it is felt that the novelty of the “new toy” will enhance not only the student’s curiosity in the project, but the parents as well. They will want to do the assignment just because they want to use the new toy. The use of Power Points for lectures as well as the final project gives the students an opportunity to do something, as they say “fun” in class. Guest speakers will also prove to engage the students. The use of the Inspiration tool when doing a class brainstorm will also help keep the students focused. The use of spreadsheets that allow the students to enter their own information in a situation where they can ask questions such as “what happens when…?” sparks interest as well.
Students will have easy access to lab computers and be given shared use of the Compaq hand held computers to help them with their units. Since students will be required to prepare a power point, need to use Excel to develop their financial statements, do interest calculations, they will need to have access to equipment on a as needed basis. The students have had good instruction in the use of these applications needed for their assignments and are fairly familiar with them. However, direct instruction on the particular type of spread sheet or layout will be given as needed. Most of the instruction will take place in the lab setting, with the use of the program demonstration on the projector.
The use of the PDA’s will give the student’s the opportunity to track income and expenses directly with parents. Since this will be the student’s first use of the PDA, they will need to have instruction in the use of the equipment.
The final project will give students an opportunity to apply the information they have gathered over the period of time of instruction using PowerPoint, which they consider a fun tool. It gives them an opportunity to use this fun tool to put out a serious project.
The information the students need for their final project will be presented in various ways. These include lecture, with notes presented on Power Point. These lecture notes will be made available to the students through the instructor’s web site as well. A guest speaker, who is an investment planner in our town, will also make a presentation to the students. There will also be opportunities to investigate information available on the internet. This is done through the use of worksheets that include websites, and questions about the information on the websites. A brainstorming session is also planned, using the program inspiration.

Students will REFLECT and RETHINK:
How will you cause students to reflect and rethink to dig deeper into the core ideas? How will you guide students in rehearsing, revising, and refining their work?
With the opportunity for students to work for an extended time of their final project, the opportunities to reflect and rethink come during the one-on-one time the teacher has with the students. This comes with the instructor asking the student leading questions regarding where there project is, and what it has or doesn’t have in regards to the objectives. Examples of questions include: Show me how you have included all of the assets, Do you numbers balance on your total lines on the balance sheet, show me your projections for 10 years, what do these figures tell you etc. This ends up being an ongoing type of activity that leads the students to a fairly finished product in the end. However, having the evaluation rubric and going over it with the student at the end will give them a final opportunity to revise there work. In a normal classroom, the opportunity for sharing with classmates would also be implemented, however the confidentiality of the information that they are working with limits the use of this technique.

Students will EXHIBIT and EVALUATE:
How will students exhibit their understanding about their final performances and products? How will you guide them in self-evaluation to identify strengths and weaknesses in their work and set in future goals?
After the project is complete, students will be asked to prepare a reflection paper. The reflection paper assignment will suggest questions or areas that students should examine and discuss in their paper. It will also be suggested that the reflection and the project be included in their Power Point Portfolio that was started as Freshman.
Unit activities will be TAILORED to meet student needs, interests and learning styles:
How will work be tailored to meet individual student needs, interests and learning styles?
There will be a number of students who are on IEP’s, and will require modifications to the project. Discussions will be held with the students and the special education instructor about what modifications can be made, for the student to be successful. Possible modifications include, reducing some of the requirements, giving them completed information to place into their power point, working one-on-one with them to guide them through some of the more difficult material. For those who struggle with the spread sheets, completed spreadsheets that only require fill in the blank can be given instead of having them completed them from scratch.
The lectures being available on power points addresses many learning styles, those that learn by listening can listen to lectures, the tactile learners can take notes, while others can read along, as they are also available on my web-site. This also helps students who may miss a class, as the notes are always available. Those with writing difficulties will not need to write notes as again, they are always available on the web site, and can be printed if needed. The syllabus will also be available on the website for the less organized students.

Instruction and learning activities will be OGRANIZED to be engaging and effective:
How will the instruction and learning activities be organized for maximal engagement and effectiveness?
Because there is a variety of activities using different technology and software engagement of the students is very easy. The labs are set up so each student had their own computer during class. The availability of a second lab makes it easy for students to access their work during study halls. The nature of the final project gears the students to be fully engaged on an individual basis. This being the fact that they are working on a project that is totally their own, with their own personal information.
In general the unit will run in a series of lectures to introduce basic concepts from the chapters, working in class on the basic format of the spreadsheets, letters etc. making sure that they work and are correct, then assigning the final project and giving them the time in class to work on it. This allows the instructor to be available for individual questions and to provide personal guidance.

Learning Sequence:
Hand out syllabus and go over information regarding unit. Show examples of previous projects. Letters to parents, contract and confidentiality statement.
Present lecture on Chapter 37. Assign financial goals list. Work in class on Balance Sheet. Work in class on Cash Flow statement. Vocabulary quiz on chapter.
Present lecture on Chapter 38. Do brainstorm on possible budgeting categories. Do brainstorm to prepare for financial questionnaire to complete personal budget, balance sheet and cash flow statement. Do questionnaire in class. Assign math problems for chapter 38. Discuss PDA’s, check out PDA’s, and give budgeting assignment using PDA’s. Beam questionnaire to students. Do vocabulary Quiz on Chapter 38.
Present lecture on chapter 39. Assign math problems. Do vocabulary quiz on chapter 39. Complete a budget, balance sheet, and cash flow statement from information gathered from home.
Present information from Chapter 28. Assign math problems for chapter. Do spread sheet on simple interest calculations. Do spread sheet on compound interest calculations. Do worksheets to enhance information regarding safety, yield, and liquidity. Do vocabulary quiz chapter 28.
Present information from Chapter 29. Assign math problems for chapter. Do chapter vocabulary quiz. Do worksheets regarding other types of investments. Do internet assignment researching current interest rates for the different types of investments.
Present information for chapter 30 (Investing in Stocks and Bonds). Assign math problems. Have students sign up for on-line stock market simulation game and purchase stocks. Stocks will be checked weekly for progress. Students may check their stock’s progress on their own more often. Do vocabulary quiz for chapter 30.
Present Information for chapter 31 (Other types of Investments). Assign math problems for chapter. Bring in Guest Speaker (Licensed investment advisor) to discuss the different types of investments, and the investment cycle. Do vocabulary quiz for chapter 31.
Begin work on Presentation. Refresh class on requirements. Work on presentation will take about two weeks of in-class time. During this time one-on-one work takes place, as well as the individual guidance and feed back.
Begin presentations to families. Presentations will take about 1 to 2 weeks depending on family schedules.

Resources, Credits, and Additional Comments

Web Based Resources:
www.stocksquest.com
http://js008.k12.sd.us
www.eureka.k12.sd.us

Publications and Print Resources:
Ristau, R.A., Eggland, S.A., etc. al., Introduction to Business, 1997, South-Western Educational Publishing, Cincinnati, OH.

Credits:
N/A

Unit Designer Comments:
Because I teach computer classes as well as business classes I am very aware of the computer skills these students have prior to the unit. If this is not the case with you, please check with the computer instructor on the students level of skills. You may need to adjust the unit according to their skill level.

Files Related to this Unit of Study

No files have been attached to this Unit of Study.

If you are the author of this unit, you may edit or remove this unit by clicking the appropriate button below.

Return to the main page.

DDN Curriculum Disclaimer.