Family Economics & Financial Education

1. Family Economics & Financial Education A Collaborative Project Among:

2. Financial Statistics Puzzle 5.0.18 Prepare puzzle pieces Play activity Give each participant a piece of a puzzle Direct participants to find others that have the same color paper Once they find everyone with the same colored paper, the group must put their puzzle together to reveal the financial statistic • Type financial statistics using a large font and landscape layout, type one statistic per page • Print each statistic on different colored paper • Cut each page into 4-7 pieces, creating a separate puzzle for each piece of paper

3. Facilitation Tips • Once the statistics have been formed they can be posted on butcher paper. Give participants the opportunity to walk around and give initial feedback on the statistics • Have participants display their statistics in different areas of the school or community • Do fact or fiction statistics instead of all fact encouraging discussion among participants

4. Four on the Floor 5.0.7 • If a worksheet is in front of a participant, he/she must answer one of the questions and write down the response • Then he/she crinkles the worksheet into a ball and tosses it across the room • The participant closest to the worksheet must pick it up, answer one of the remaining questions, crinkle it into a ball, and toss it across the room • This continues until all questions have been answered on the worksheet or until a certain time limit has been reached; because the questions are open ended, the activity can go on for as long as seems appropriate for the group • After the activity is finished, have the last participant answer a question and keep the worksheet • Choose one question to discuss first and have the participants read the corresponding responses aloud • Discuss the questions and answers

5. Facilitation Tips • Create many sheets with many different questions, thus having many different questions being tossed around the room at the same time rather than having the same four questions being tossed around • Have participants toss the paper to the center of the room and retrieve a different one than the one they threw

6. Project Mission “Provide educators with no-cost curriculum materials and the skills and confidence to effectively teach family economics and finance”

7. Curriculum Development Curriculum developed by educators for educators. The team of educators developed, taught, and evaluated curriculum materials The educators were part of the project’s Master Teacher program; Educators complete a week-long training, use the curricula in their classrooms and provide continued support to FEFE through evaluation and development of new materials and newly trained family finance educators

8. Curriculum Development • Aligned to state and national standards • Up-to-date • Designed using a family based approach and the multiple intelligences model, in a ready-to-teach format requiring minimal educator preparation. • Lessons may be taught independently, in units, or as a semester course “Take Charge of Your Finances”

9. Curriculum TypesOver 100 Lesson Plans! • Take Charge of Your Finances • Approximately 60 lesson plans designed for students grades 10-12 • Get Ready to Take Charge of Your Finances • Approximately 15 lesson plans designed for students grades 7-9, or those with limited financial knowledge • Finance Simulations • Applied assessments for both Take Charge and Get Ready curriculums • Bulletin Boards • Create a positive learning environment • Active Learning Tools • Quick activities to introduce a lesson, review content learned and/or keep students actively engaged • Enhancement Tools • Project based learning • Workshop Guides • The most important content condensed into a 60 min workshop format

10. Beach Ball Toss The first time the beach ball is tossed use a red marker to write on the beach ball examples of expenses Continue until the facilitator says stop The second time the beach ball is tossed, use a black marker to write examples of income on the beach ball At the end of the activity have one participant read off the different types of expenses and the different types of incomes indicated on the beach ball

11. Facilitation Tips Place masking tape on the beach ball and instruct participants to write on the tape to allow the ball to be used multiple times Use the same color marker to have participants at the end of the activity review expenses and income without reading each based upon the color it was written in

12. Attitudes about money 5.0.2 • 5 different statements have been hung around the room • Instruct participants on their sticky notes to write the first thing that came to mind when they heard the statement • Instruct participants to go and hang their sticky note by the appropriate poster • Discuss with participants the statements and give some examples of what was written on the sticky notes

13. Facilitation Tips • Group Activity • Have groups share with each other what their responses were to the individual questions • Individually • Hand out an Attitudes About Money worksheet 5.0.2.A1 to each participant • Brainstorm sheets • Can also use butcher paper for the participants to attach their sticky notes to, or they can write directly on the butcher paper • Educator led discussion • The educator will read the questions and discuss answers aloud with the participants

14. Curriculum Design & Coding

15. Ready-to-Teach Design • Lesson Plan • Introduction • All background information • Body • Recommended step-by-step facilitation • Conclusion • Activity based review • Materials • List of necessary supplies • Resources • Reference lesson plans, documents, Web sites and more for additional information

16. Worksheets Test student’s knowledge Consistent format Can be used in multiple ways Note taking guides Graphic organizers to help participants make note of key content within the lessons Answer Keys Created for all worksheets and assessments PowerPoint presentation Guides student learning Created for most lesson plans Information Sheets Serves as the student’s text book Lesson Plan Components

17. Curriculum Coding • Designed to identify curriculum materials in each unit and lesson plan • Code appears in the upper-right corner of all pages • Understanding the coding system is critical to effectively navigating the Web site • Helpful when asking the FEFE staff questions to reference the code • Refer to Curriculum Coding System document

18. Curriculum Coding • First Number [1.4.3.A1] • Curriculum Type • 1 = Take Charge of Your Finances • 2 = Get Ready to Take Charge of Your Finances • 3 = Finance Simulations • 4 = Bulletin Boards • 5 = Active Learning Tools • 6 = Enhancement Tools • 7 = Workshop Guides • Second Number [1.4.3.A1] • Unit Code 1-30

19. Curriculum Coding • Third Number [1.4.3.A1] • Lesson Plan Number • Lesson Plans are not listed in recommended teaching order • Fourth Number (Letter and Number) [1.4.3.A1] • Materials Code • The number after the materials code differentiates between multiple materials of the same style • Examples: • 1.4.3.A1 • 2.4.1.L1

20. FREE Curriculum! All curriculum is available for no cost! • Must create a user name and password to download materials • Can edit personal profile at any time • All spaces must be filled in for the profile to be created properly • Can choose to receive important FEFE announcements including curriculum revisions, the bi-monthly newsletter, and training updates • Can “Contact Us” to receive staff support

21. Employed Within Every Lesson Activity Based Learning Model

22. Activities Twister 5.0.10 Part of the Understanding Your Paycheck lesson

23. Activities Diving Into Spending Plans lesson

24. Activities Fly Swatter Facts 5.0.28 Multiple boards can be occurring at once

25. Family Finance Simulations Life in… & Life of…

26. Welcome to Life in… Research based ready-to-teach family finance spending plan simulation. Designed to emulate the “real life” constraints households encounter when managing their finances. Designed as a community of 25 individuals in 18 households.

27. Life in Objectives Create a spending plan Provide realistic insights into the costs of living associated with the spending plan process Incorporate the use of the decision making process into daily life Demonstrate the relationship between income, education and career opportunities

28. Boykin Family Have a cat named Melvin who costs $56 monthly Recently purchased a home Additional health care expenses for fertility drugs and saving money to adopt a child Children None Residence Metropolitan Area 2-5 Million Educational Level Martrell - Associate’s Degree De’ara - Bachelor’s Degree Personal Profile Race/Gender/AgeMarital Status Martrell - African American Male, Age 40 De’ara - African American Female, Age 35 Married for 8 years Occupation Martrell - Surveyor De’ara - High School Family and Consumer Sciences Teacher

29. Spending Plan Process Complete a spending plan for scenario; Housing; Transportation; Insurance; Food; Average expenditures; Credit and Chance Cards; Goal is to reach zero

30. Sample Life In… Housing Options • Mortgage: $1,246.59/mo. • Insurance: $90.67/mo. • Property Taxes: • $405.01/mo. • Repairs & Maintenance: $433.00/mo. • Down Payment: $21,980.00 • Total Interest Paid • (over lifetime of loan): $240,850.76 • Location: Anywhere House A $259,900—A 1963 sq. ft. three story fixer-upper home featuring 5 bedrooms, 2 bathrooms, family room, living room, laundry room w/ washer/dryer, porch, fenced yard, and 4 car garage. • Mortgage: $671.02/mo. • Condominium Association Fee: $150.00 (covers water/sewer, garbage, and building maintenance) • Insurance: $15.83/mo. • Property Taxes: • $218.01/mo. • Repairs & Maintenance: $83.16/mo. • Down Payment: $27,980.00 • Total Interest Paid • (over lifetime of loan): $129,646.10 • Location: Anywhere House B $139,900—A 900 sq. ft. condominium featuring 3 bedrooms, 1 bathroom, window air conditioning, extra storage, and pets are allowed.

31. Facilitation Methods Facilitator guided Semester course Throughout or at the end as an applied assessment Workshop (about 3 hours) Independent study Career development Your own creative way

32. Get ready to Take Charge of Your Finances Life Of….. Taylor B. Jones “A Teenager’s Spending Plan”

33. SnapshotTaylor B. Jones 33 Attends North Shore High School Participates in motocross competitions Member of the chess club Part time job at Cubby’s Restaurant & Grill

34. SnapshotTaylor’s Income and Expenses • Taylor’s Expenses • Transportation • Fuel • Other Items • Taylor’s Income • Cubby’s Restaurant & Grill • $7.25/hour • 10 hours a week • $75.00/ month for tips • Allowance • $20.00/month • Gifts • $50.00 birthday gift

35. Jones’ Major Family Expenditures Summary • Browse through page 5-7 • House • Family Size • Hobbies • Lifestyle • Other Family Dynamics • Transportation • Taylor • Get to and from work • Taylor must pay for his own fuel expenses • Jones Family • Family Size • Neighborhood Car pool

36. Sample Housing Options • House B • A 1016 sq. ft. single story mobile home featuring 3 bedrooms, 2 bathrooms, fireplace, porch, shed and small lot. • Monthly Payment: $478.65 • Utilities: $170.85 • House A • A 1963 sq. ft. three story fixer-upper home featuring 5 bedrooms, 2 bathrooms, family room, living room, laundry room with washer/dryer, porch, fenced yard, and 4 car garage. • Monthly Payment: $2454.32 • Utilities: $206.20

37. Facilitation & Acquiring • Educator facilitated in 3-4 45 minute class periods • Life of Monica Erickson, Life of Ben West, Life of Mandy Gonzales, and Life of Carlos Chavez are also available • Others will be coming soon!

38. MoneyWorld Squares 5.0.8 Choose 9 participants to be the activity board Activity Board Diagram Stand Stand Stand Sit on Chair Sit on chair Sit on chair Sit on Floor Sit on floor Sit on floor

39. MoneyWorld Squares 5.0.8 The first team selects a square Facilitator reads a question to the person in a square The square answers the question (not theteam) After the square answers, the team chooses to agree or disagree with the square’s response

40. MoneyWorld Squares 5.0.8 If the square answers correctly and the team agrees with the answer or if the square answers incorrectly and the team disagrees with the answer, the team gets that square The square then holds the letter, X or O, that corresponds with the team in front of them and the play moves to the next team If the square answers correctly and the team disagrees with the answer or if the square answers incorrectly and the team agrees with the answer, the team does not get that square and play moves to the next team If a team does not get a square, the square is not automatically won by the other team

41. Facilitation Tips If there are not enough participants to be a activity board the individuals can play the activity by hanging the X and O cards on the board and playing a activity of tic tac toe as they get answers correct If there are enough participants for multiple activity boards designate one individual to be the host with the questions and answers to help facilitation

42. FEFE Web site

43. Where to login/Create an account

44. Personal Profile

45. Curriculum Main Page

46. Career Table of Contents

47. Career Research 1.1.2

48. File Download

49. Professional Development

50. Professional Development FEFE Newsletter with curriculum updates and important announcements Must have indicated “Yes” on the FEFE Web site log-in National Conference each June in Tucson, AZ A limited amount of grants will be available each January Week-long annual training conference; Provide educators with background knowledge to teach personal finance; Allow educators to experience the lesson plans to feel more comfortable teaching them; Provide educators with all of the printed curriculum and materials necessary to teach the lesson plans; Network with other professionals