Story in a Bag Evaluation

Student name: Group members: ________________________________________________________________________

1) Participants used props appropriately (related to personal finance or consumer studies)

All of the time Some of the time None of the time3 2 1

2) Participants used the props provided

Used all 5-8 of the props Used 3-5 of the props Used less than 3 props3 2 1

3) Presentation: Students were audible and clear

All of the time Some of the time None of the time3 2 1

4) Presentation: Students faced the audience and made eye contact

All of the time Some of the time None of the time3 2 1

Total: /12

Additional comments:

Story in a Bag: Model Story

Items used: family photo, twinkies, bus pass, chocolate coin, Prime Minister, university degree

Frank’s story

Frank hasn’t always been smart about money. (Display item: family photo)When Frank was younger he never understood why his parents would say no when he asked them to buy him something. He was a good kid who did his chores and his homework so he knew that wasn’t why they said no. What could the problem be? Frank didn’t understand. Frank also hated that him mom would pack him a lunch every morning. (Display item: twinkies) He always had to carry his lunchbox and never got to buy any fun treats at the school cafeteria. He had to use the same thermos everyday while other kids bought juice and pop from the vending machine. It wasn’t fair and Frank didn’t understand. When Frank turned sixteen he was very excited to get his driver’s license. He was the first of his friends to turn sixteen and really wanted to be able to drive them to school or around town on the weekends. However, things didn’t go Frank’s way. He didn’t have a job. Frank liked to spend his spare time playing basketball or skateboarding with his friends. The money he saved from chores wasn’t enough to buy a car and both his parents needed their cars to get to and from work. (Display item:bus pass) Instead of driving, Frank continued to take the bus. Frank wasn’t happy and he didn’t understand. It wasn’t until Frank was a little bit older that he began to understand. One day at school the local university came to talk to his class about the process of applying for university and for student loans. Suddenly Frank understood. IT COSTS MONEY TO BUY THINGS!! Frank’s parents had always said no to him without really explaining why. (Display item: chocolate coin) Frank didn’t know anything about the value of money. Since Frank was really interested in becoming a scientist he decided to talk to his parents about university. Frank’s parents were supportive of his dreams. However, they informed him that they did not have any money to contribute to his tuition. Frank’s parents both worked but they themselves didn’t know much about money or money management and mostly lived from month to month without ever saving any money. Frank realized that he would have to make some decisions if he wanted to go to university. Frank began to look into government subsidies, student loans and scholarships. (Display item: Prime Minister) He even began to study the fiscal and monetary policies of the government and learned how much the government contributed to post-secondary education. Frank decided that before he could go to university he would need to get a job and save some money. Frank eventually went on to university. (Display item: University degree) He graduated with a science degree and today is devoted to budgeting and money management.

Professional Development Plan Template

Topic Story in a bag Date ______________________________Teacher _________________________ Observer___________________________

1. Professional TargetModeling and Giving Instructions

2. Steps to Achieve Target I will provide an example/model of

the activity that the students will be participating in.

I will give instructions and then have a student(s) describe the instructions.

I will confirm the instructions

3. Instructions for the Observer: Please record the following.Data Collection:

Modeling1. Did I model how to complete the task?

2. Describe the steps I took to complete the modeling.

Instructions1. Did I provide instructions for the students?

2. Describe the instructions that I provided for the students.

3. Did I have a student (s) repeat the instructions for the class?

4. Describe the instructions that the student provided.

5. How did the students instructions differ from my instructions?

6. Did I confirm that the student’s instructions were accurate?

7. Describe my confirmation of instructions.