Family Economics & Financial Education

Family Economics & Financial Education

A Collaborative Project Among:

Financial Statistics Puzzle 5.0.18

Prepare puzzle pieces 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

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

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

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

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

Project Mission“Provide educators with no-cost

curriculum materials and the skills and confidence to effectively teach family economics and

finance”

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

Curriculum Development

Aligned to state and national standardsUp-to-dateDesigned 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”

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

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

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

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

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

CURRICULUM DESIGN & CODING

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

Lesson Plan Components

Worksheets– Test student’s

knowledge– Consistent format– Can be used in

multiple waysNote 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

plansInformation Sheets

– Serves as the student’s text book

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

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

Curriculum Coding

Third Number [1.4.3.A1]– Lesson Plan Number– Lesson Plans are not listed in recommended teaching

orderFourth Number (Letter and Number)

[1.4.3.A1]– Materials Code– The number after the materials code differentiates

between multiple materials of the same styleExamples:

– 1.4.3.A1– 2.4.1.L1

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

ACTIVITY BASED LEARNING MODEL

Employed Within Every Lesson

Activities

Twister 5.0.10Part of the Understanding Your

Paycheck lesson

Activities

Diving Into Spending Plans lesson

Activities

Fly Swatter Facts 5.0.28

Multiple boards can be occurring at once

Family Finance SimulationsLife in… & Life of…

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona

3.18.3.G1

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.


3.18.3.G1

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


3.18.3.G1

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

ChildrenNone

OccupationMartrell - Surveyor

De’ara - High School Family and

Consumer Sciences Teacher

ResidenceMetropolitan Area

2-5 MillionEducational Level

Martrell - Associate’s DegreeDe’ara - Bachelor’s Degree

Personal ProfileRace/Gender/Age

Marital StatusMartrell - African American Male,

Age 40De’ara - African American Female,

Age 35Married for 8 years


3.18.3.G1

Spending Plan Process

• Complete a spending plan for scenario;– Housing;– Transportation;– Insurance;– Food;– Average expenditures;– Credit and Chance Cards;

• Goal is to reach zero


3.18.3.G1Sample Life In…

Housing Options

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: $1,246.59/mo.Insurance: $90.67/mo.Property Taxes: $405.01/mo.Repairs & Maintenance: $433.00/mo.Down Payment: $21,980.00Total Interest Paid (over lifetime of loan): $240,850.76Location: Anywhere

House B$139,900—A 900 sq. ft. condominium featuring 3 bedrooms, 1 bathroom, window air conditioning, extra storage, and pets are allowed.

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: $27,980.00Total Interest Paid (over lifetime of loan): $129,646.10Location: Anywhere


3.18.3.G1

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

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Funded by a grant from Take Charge America, Inc.

Life Of…..

Taylor B. Jones“A Teenager’s Spending Plan”

Get ready to Take Charge of Your Finances

33



• Attends North Shore High School• Participates in motocross

competitions• Member of the chess club• Part time job at Cubby’s Restaurant

& Grill

33

SnapshotTaylor B. Jones

34



SnapshotTaylor’s Income and Expenses

• 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

Taylor’s Expenses– Transportatio

n• Fuel

– Other Items

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

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Sample Housing Options

House BA 1016 sq. ft. single story mobile home featuring 3 bedrooms, 2 bathrooms, fireplace, porch, shed and small lot.Monthly Payment: $478.65Utilities: $170.85

House AA 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: $2454.32Utilities: $206.20

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• 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!

Facilitation & Acquiring

MoneyWorld Squares 5.0.8

Choose 9 participants to be the activity board

Activity Board DiagramStand Stand StandSit on Chair Sit on chair Sit on

chairSit on Floor Sit on floor Sit on

floor


The first team selects a squareFacilitator reads a question to the

person in a square– The square answers the question (not

the team)– After the square answers, the team

chooses to agree or disagree with the square’s response


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

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

FEFE WEB SITE

Where to login/Create an account

Personal Profile

Curriculum Main Page

Career Table of Contents

Career Research 1.1.2

File Download

Professional Development

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, AZA limited amount of grants will be available each

JanuaryWeek-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

Educational Support

Contact Us

Contact Information

Address:Family Economics and Financial

EducationThe University of Arizona

650 N. Park Ave Room 427Tucson, AZ 85721

E-Mail: [email protected] site: www.fefe.arizona.edu

Any Questions?

Documents

Family Economics & Financial Education