Who Needs Personal Finance by nrt87341

VIEWS: 16 PAGES: 17

									Who Needs Personal
Finance?
 Introduction
 Task            A WebQuest for 11th or 12th Grade
 Resources              (Mathematics)
 Process
                        Designed by – Judy Krites,
 Evaluation                  j_krites@vwcs.net
 Conclusion
 Standards
                   EDTL 680 – Information Literacy for
 Citations         Teaching and Learning – Summer 2006
 Teacher Notes
                 Based on a template from The WebQuest Page
Introduction

 $ Students often ask “Why do we have to
   know this?” In this WebQuest, you will
   have the opportunity to answer this
   question about the very course you are
   now taking and will then use that answer
   as justification for other students to enroll
   in the same course next year.
Task
$ Financial literacy is a concept/subject that is being posed as
  a required course in several states. In this WebQuest, you
  will be investigating the pros of having a financial
  literacy/personal finance course at your high school.
$ Your school is starting a new Personal Literacy course next
  year. Once you have some justifications for this course, you
  will be designing a presentation to be given to high school
  students to help convince them this is a good course to
  take.
$ In groups of three, each of you will be given a role to take
  on. Using thoughts from this role, you will build your group
  presentation.
Resources

 In this WebQuest, students will need:
 $ Access to internet accessible computers,
 $ Pencils and paper for note taking,
 $ Posterboard, markers, and other
   materials to create visual aids for their
   presentations.
 $ All website resources are listed in the
   Citations section of the WebQuest.
Process (pg 1)
  During this WebQuest, each of you will be assigned to a group of
   three. The teacher will make these assignments before you begin
   the WebQuest.
  Within your groups, each of you are to take on a role of either
   guidance counselor, mathematics teacher, or parent. Make these
   choices now.
  Before you actually start the WebQuest, let’s see how much you
   know about personal finance. Check out this website and take the
   quiz to see what you know about personal finance: Finance Quiz
  Now for your WebQuest, you need to have a general idea of what
   is included in a personal finance course, besides the concepts
   behind the questions from the quiz. Check out the following sites
   to get ideas as to what is taught in different personal finance
   courses:
         $ It All Adds Up Teacher’s Guide
         $ Personal Finance Course Goals
Process, continued (pg 2)
  Now, each of you are to start your personal research. Collect
   information as to why you would be supporting a class such as
   this and why your students/child should take this course. Begin by
   completing the INFOhio Activity to get a basic idea of the reasons
   to have a course such as this in school.
  Guidance Counselor: Your job is to encourage students to take
   courses and to direct them to classes that are appropriate to them.
   Consider students who are both college bound and are job or
   military bound. Use the following websites to get an idea as to
   why different students of different backgrounds would be benefited
   by taking this course.
     $ Young people taking on more debt
     $ Utah High School Financial Planning Program
     $ Personal Finance Courses in High School on the Rise
INFOhio Activity
 INFOhio Activity Search Steps:

1.    Enter URL address: www.infohio.org
2.    Select Resources for Grades 9 – 12.
3.    Select NewsBank, Inc. from the Core Collections of Electronic Resources.
4.    Enter local username and password, if promted for authentication. Your
      teacher, librarian or technology coordinator will have this information.
5.    Select NewsBank, Inc. once again.
6.    Click on Plain Dealer, The under Search Shortcuts.
7.    Click on Advanced Search next to the green search button.
8.    Type Teens in the first search box (after the word “for”)and Personal Finance
      in the second (after the “AND”). Click the green Search button.
9.    Scroll down to the article from August 22, 2005 entitled – Spending habits
      start young, with few school programs, parents must teach money
      management.
10.   Select and read this article.
11.   Using the article as a reference, list at least 3 reasons that personal finance
      could and should be studied in schools.
Process, continued (pg 3)
  Teacher: You actually teach the school’s personal finance course.
   You will use the following websites to investigate why you believe
   this is a quality course for students to take. You will need to
   consider what is actually taught in the course and even possible
   information from other schools which have taught similar courses.
    $ Integrating financial education into school curricula (read “Why is
      financial education the right solution?”)
    $ High school students not taught basic finance

  Parent: Consider why you want your child and his or her friends to
   take the personal finance course. What in your experiences as a
   parent has made you believe this is an important class for high
   school students to take?
    $ High schoolers flunk personal finance
    $ Building Teen Personal Finance Skills a Top Worry for Parents
Process, continued (pg 4)
 Once you all have a basic idea of why this
  course is important and how you can justify it
  considering your role, you need to begin
  putting together a presentation to be given to
  current students who may want to take this
  course. Consider questions such as the
  following:
      $ Why should the student take this course versus another
        elective or math class?
      $ How will this course help them in the future, with college,
        military, or a job?
Process, continued (pg 5)

 Your presentation will need to be 5-10
  minutes in length. It will need to be fun,
  entertaining and informative enough to
  catch a student’s attention. It will be
  graded on the rubric found in the
  Evaluation section of this WebQuest
Evaluation:
 Your presentation will be graded on the Grading Rubric.
 Each category will be graded individually and given equal
 weight.
 Cumulative grades are awarded to the entire group.
 The grading scale is as follows:
    $   A – 20-17 points
    $   B – 16-13 points
    $   C – 12-9 points
    $   D – 9-5 points
    $   F – 4-0 points
Grading Rubric
                      4                3                     2                    1                  0

               Very thorough,   Provides basic      Provides little       Provides little    Does not
 Guidance      shows adequate   information,        information           assistance or      participate
 Counselor     knowledge of     most relevant to    relevant to a         knowledge
               counselor        a counselor         counselor
               Very thorough,   Provides basic      Provides little       Provides little    Does not
               shows adequate   information,        information           assistance or      participate
  Teacher      knowledge of     most relevant to    relevant to a         knowledge
               teacher role     a teacher           teacher


               Very thorough,   Provides basic      Provides little       Provides little    Does not
               shows adequate   information,        information           assistance or      participate
  Parent       knowledge of     most relevant to    relevant to a         knowledge
               parent role      a parent            parent


 Creativity    Has unique       Good                Presentation is       Does not contain   Little to no time
               elements in      presentation        basic, little extra   enough             or effort evident
    and
               presentation                         information           information,
 Originality                                                              unexciting
 Ability to    Presentation     Presentation is     Presentation is       Presentation is    Presentation is
Communicat     “catches the     good, interesting   only mildly           only moderately    not interesting to
               eye” of a high   to HS students      interesting to HS     interesting        a HS student
  e with
               school student                       students
 Students
Conclusion

 $ Congratulations, your presentation
   helped convince several students to take
   this course. We now have enough
   students to make two sections of the
   Personal Finance course. Thanks for all
   of your hard work in making your
   presentation and this course a success.
Standards
  Ohio Academic Content Standards for Mathematics
      Mathematical Process Standard – To enable students to apply problem-solving and
       decision-making techniques, and communicate mathematical ideas.
          $   Apply mathematical modeling to workplace and consumer situations, including problem formulation,
              identification of a mathematical model, interpretation of solution within the model, and validation to
              original problem situations.
          $   Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a
              specific audience.
  National Standards in Personal Finance
      To enable students to understand and comprehend the principles of personal finance and
       how they relate to the changing world and local economies.
  Guidelines for Effective School Library Media Programs in Ohio
      Information Literacy
          $   Investigate information through independent discovery, peer collaboration, and inquiry learning;
              read a variety of literary material for academic need, personal interest and lifelong learning; and
              practice responsible usage and ethical behavior when using library media center materials.
      Technology Literacy
          $   Utilize the Internet for research, classroom assignments and appropriate personal interests.
  Ohio Academic Content Standards for Technology
      Technology and Information Literacy
          $   Determine and apply an evaluative process to all information sources chosen for a project.
Teacher Notes
 $ There are many websites now offering lesson plans on
   personal finance. I recommend a Google search of
   “personal finance” and “high school.”
 $ A number of the sites also have additional information
   in their citations and recommended reading. These
   can also be very helpful in researching the topic.
 $ Two of the websites are pdf files. When students try to
   link to these sites they need to choose “open” from the
   text box that occurs. It will then seem as if nothing has
   happened. The files can be found in the taskbar of
   their desktop. They must “esc” out of the WebQuest
   before retrieving these articles.
Citations (pg 1)
 Burke, S. & Hatzikonstantinou, M. (August 9, 2005). Building teen personal finance
           skills, a top worry for parents, Visa survey finds. Retrieved July 17, 2006, from
           http://usa.visa.com/about_visa/newsroom/press-release/nr278.html
 Guillen, J. (2005, August 22). Spending habits start youth with few school programs,
           parents must teach money management. The (Cleveland, OH) Plain Dealer.
           Retrieved July 12, 2006, from INFOhio database.
 High schoolers flunk personal finance. (April 1, 2004). MSnbc. Retrieved July 17, 2006, from
           www.msnbc.msn.com/id/4645264
 It all adds up. (n.d.) Retrieved July 12, 2006, from the It All Adds Up Web site:
           www.italladdsup.org/guide.htm
 Mead, Nan S. Personal finance courses in high school on the rise: Financial literacy
           education surges in nation’s schools. (September 27, 2005). Retrieved July 12, 2006,
  from the National Endowment for Financial Education Web site:
           http://www.nefe.org/news/news092705.html
 Microsoft office clipart and media. (n.d.). Retrieved July 12, 2006, from Microsoft Office
           Online
           http://office.microsoft.com/clipart/results.aspx?lc=en-us&Scope=MC&Query=money
 National Jump$tart Coalition for Personal Finance. (2002). National standards in personal
           finance. Retrieved April 6, 2006, from http://www.jumpstart.org/guide.htm
 News about the financial literacy of youth. (n.d.) Retrieved July 12, 2006, from the Utah
           High School Financial Planning Program Web site:
           http://extension.usu.edu/files/Hsfpp/news.html
Citations (pg 2)
 Ohio Department of Education. (2002). Academic content standards: K-12 mathematics.
          Columbus, OH, Ohio Department of Education.
 Ohio Department of Education. (2003). Academic content standards: K-12 Technology. Columbus,
          OH, Ohio Department of Education.
 Ohio Department of Education. (2003). Ohio guidelines for effective school library media programs:
          K-12. Retrieved July 30, 2006, from
          http://ims.ode.state.oh.us/ODE/IMS/ACS/Content/technology_standards.pdf
 Personal finance course goals. (n.d.). Retrieved July 12, 2006, from the Arkansas State
          Department of Education Web site:
          http://arkedu.state.ar.us/curriculum/pdf/peronal_finance.pdf
 Survey: High school students not taught basic finance. (March 3, 2005). USAToday. Retrieved
          July 12, 2006, from
           www.usatoday.com/news/education/2005-03-03-finance-highscool_x.htm
 United States Department of the Treasury Office of Financial Education. (October 2002). Integrating
          financial education into school curriculum. Retrieved April 6, 2006, from
          www.treas.gov/press/releases/docs/white.pdf
 Villavicencio,M. (May 25, 2005). Young people taking on more debt. Newshour Extra. Retrieved
          April 6, 2006, from
          www.pbs.org/newshour/extra/features/jan-june05/debt_5-25.html
 Yuille, B. (April 4, 2006). Can you pass a personal finance course? Retrieved July 30, 2006, from
          Bankrate.com Web site: www.bankrate.com/brm/news/pf/20060421c1.asp

								
To top