Ex-Planning 10; NEW-Career life Education Learning Activities

Sample/Demo Lesson

--> This is created to help inspire and introduce the ideas of myself and the other teacher who are building the Career Life Education Course and Course Workbook. This is a Demo intended to be used with the context of the New Curriculum Rather than say, "credit cards".

Credit Cards LP (Financial Lit Unit)

Curricular Competencies-”Considering financial implications”

Core Competencies- #2;#4

BIG IDEAS-Global Economy….; Career planning

Content: "Personal Finance"

Implementation/Procedure:

(5 minutes) Hook-->Tally Sheet “Doubling Activity”

Teacher: "You can bribe the teacher with one kuai each day to not do your homework; how long can you do this without running out of money?” (each student is given a different number amount), after the students make their guesses/calculations, the class would be able to share their answers with a partner or group the teacher discloses the secondary piece of information “fine print” “everyday you didn’t do the homework, you will need to make it up later, altogether” *this would be revealed at the end of the class*

Station packages include tally chart, credit card example, keywords, guided notes 5 min (pros and cons; fill in the blank)

--> Key vocabulary- Compound interest; interest rate; balance; balance due; credit; credit card; debt; annual fee; minimum payment; introductory rate; annual percentage rate; finance rates

During the lesson:

STATION SESSION (2 WORKING STATIONS, 1 REFLECTION STATION)

Out the door cost vs. Actual cost “the real cost versus the initial cost with financing”/“Used for short term borrowing to pay for purchased items"

Introductory rate activity? What happens when the introductory rate jumps

Benefits of credit cards “why they exist” ex: short term credit, credit score; travel purposes, etc. *Reflection Board Piece*

Credit Card Statement “highlight the vocabulary words and define on the page”

END OF LESSON-Reflection questions for each of the activities (White Board)

-->Tie in the hook/provocation activity “how does the activity at the beginning of the class compare to the habits of credit cards as we discussed afterwards?”

-When might using a credit card be beneficial?

-Why do you think credit card companies only require a “minimal amount”?

-What are the tricks of the credit card companies to get people to sign up for the credit cards?

Completed introduction to the lesson, students are sharing information and discussing the implications of paying the teacher back; “in North America we have credit cards, this is what they sometimes do.”

HOMEWORK- AAL Formative assessment Activity 

“What would you purchase with a credit card 1000$ spending limit?”How long would it take you to pay it off if you had “X” amount of RMB

-Video reflection piece (put on my blueprint) 

-->Name one danger of using credit? (ELL ACCESS: Why are credit cards dangerous?)

-->where is it that money is made by credit card companies throughout this model? (EEL ACCESS: How do credit card companies make money from people?)

Teacher Note:

ESSENTIAL MUST!

-Formative

-->resources

-->activity building

-Eliminate Marking (Student self assessments)

-video Reflection

-Try to keep activities fun, light, role playing based, verbal based and “Drawing”

-Answer Keys

TEACHER REFLECTION: Does this lesson promote student understanding of oneself and

-we need to remember that this is not making students remember it is not about who is the fastest learner but who understands the text on a deeper or creative level

-core competency development meeting content in class?