money in your life€¦ · page | 3 2.1.2 © take charge today – august 2013 – money in your...

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© Take Charge Today – August 2013 – Money in Your Life Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona

RECOMMENDED GRADE LEVELS

AVERAGE TIME TO COMPLETE

EACH LESSON PLAN IS DESIGNED AND CONTINUALLY

EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU

TO THE FOLLOWING EDUCATORS FOR DEVELOPING

COMPONENTS OF THIS LESSON PLAN.

10‐12

Anticipatory Set & Facilitation: 70 minutes

Conclusion/Assessment Options: 15‐90 minutes

Time does not include optional items.

Tracey Newman, Family and Consumer Sciences Educator, Ste. Genevieve, Missouri

Glenda Seward, Family and Consumer Sciences Educator, Wellman, Iowa

NATIONAL STANDARDS LESSON PLAN OBJECTIVES

The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer

Sciences Council for Economic Education National Business Education National Jump$tart Common Core English Language Arts

Upon completion of this lesson, participants will be able to: Establish the importance of financial well‐being for

building overall well‐being Recognize the role of money in creating personal

happiness Recognize the importance of financial planning to

create high well‐being

MATERIALS

MATERIALS PROVIDED IN THIS LESSON PLAN

MATERIALS SPECIFIC TO THIS LESSON PLAN

BUT AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY

DEPENDING ON OPTIONS TAUGHT

What Makes You Happy? 2.1.2.A1 The Roommates 2.1.2.A2 Everyone Needs High Well‐Being

Story Creation 2.1.2.A3 Money in Your Life Interview 2.1.2.A4 My Well‐Being 2.1.2.A5 Everyone Needs High Well‐Being

Story Rubric 2.1.2.B1 Money in Your Life Interview Essay

Rubric 2.1.2.B2 Money in Your Life Vocabulary List

2.1.2.E1 Money in Your Life Vocabulary

Graphic Organizer Example 2.1.2.E2 Money in Your Life Information Sheet

2.1.2.F1

Money in Your Life Note Taking Guide 2.1.2.L1

Money in Your Life Answer Key 2.1.2.C1

The Roommates Prezi 2.1.2.E3

Money in Your Life PowerPoint Presentation 2.1.2.G1

Taking Charge of Your Financial Well‐Being Unit Multiple Choice Test Bank and Answer Key 2.1.0.M1 & C1

Crayons, colored pencils markers, and/or highlighters

It’s Not What You’ve Got by Dr. Wayne W. Dyer

Computer and/or Internet access

MONEY IN YOUR LIFE Advanced Level

www.takechargetoday.arizona.edu

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RESOURCES EXTERNAL RESOURCES

External resources referenced in this lesson plan: National Endowment for Financial Education ‐ Spendster: http://spendster.org

Consumer Jungle: www.consumerjungle.org

TAKE CHARGE TODAY RESOURCES

Similar lesson plan at a different level: None available

Optional lesson plan resources: Technology Integration Options Active Learning Tool

3.0.50

Guest Speaker Active Learning Tool 3.0.22

Video Clips Relating to Financial Education Active Learning Tool 3.0.48

CONTENT EDUCATOR MATERIALS PARTICIPANT READING

Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.

Money in Your Life Information Sheet 2.1.2.F1

LESSON FACILITATION

PREPARE Visual indicators to help prepare the lesson

INSTRUCTInstructions to conduct the lesson facilitation

CUSTOMIZE

Potential modifications to lesson facilitation

VOCABULARY ACTIVITY

Graphic Organizer Approximate time: 15 minutes at the end of instruction Materials to prepare: Refer to the Technology Integration Options Active Learning Tool 3.0.50 for

online graphic organizer makers Optional: Money in Your Life Vocabulary List 2.1.2.E1 per participant Optional: Money in Your Life Information Sheet 2.1.2.F1 per participant Money in Your Life Vocabulary Graphic Organizer Example 2.1.2.E2 is available

as an example

Before instruction: 1. Vocabulary reinforcement has been incorporated into the anticipatory set and

recommended facilitation. Participants are asked to analyze what makes them happy and linking it to the term well‐being.

After instruction: 2. Have participants create a graphic organizer or mind map illustrating how the

vocabulary terms relate to one another. a. Refer to the Technology Integration Options Active Learning Tool 3.0.50

for online graphic organizers. 3. Instruct participants to create a graphic organizer or mind map that explains the

http://takechargetoday.arizona.edu/lessonplans/technology-integration-options

http://takechargetoday.arizona.edu/lessonplans/guest-speaker-active-learning-tool

http://takechargetoday.arizona.edu/lessonplans/video-clips-relating-financial-education



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lessons concepts. The graphic organizer must include each of the four vocabulary words.

a. If desired, provide participants with the Money in Your Life Vocabulary List 2.1.2.E1 or the Money in Your Life Information Sheet 2.1.2.F1 for a list of the vocabulary words.

4. After the graphic organizer is created, have participants write a short description of their graphic organizer. The description should include a definition for each of the four vocabulary terms.

5. The Money in Your Life Vocabulary Graphic Organizer Example 2.1.2.E2 is available as an example. This example was made using Popplet. Refer to the Technology Integration Options Active Learning Tool 3.0.50 for assistance with Popplet.

ANTICIPATORY SET

What Makes You Happy? Approximate time: 10 minutes Materials to prepare: Money in Your Life PowerPoint presentation 2.1.2.G1 1 What Makes You Happy? 2.1.2.A1 per participant Present the Money in Your Life PowerPoint presentation 2.1.2.G1. 1. Slide 2: What makes you happy?

a. Pass out one What Makes You Happy? 2.1.2.A1 to each participant. b. Use the directions on slide 2 to have participants complete the first

three columns of the What Makes You Happy? 2.1.2.A1. The fourth column will be completed during the lesson facilitation.

c. The What Makes You Happy? 2.1.2.A1 handout should be kept accessible as it will be referenced throughout the PowerPoint by a green smile icon.

RECOMMENDED FACILITATION

PowerPoint and Note Taking Guide Approximate time: 60 minutes Materials to prepare: Optional: 1 Money in Your Life Note Taking Guide 2.1.2.L1 to each participant. 1 The Roommates 2.1.2.A2 per participant Part 1: Well‐Being 1. Continue the Money in Your Life PowerPoint presentation 2.1.2.G1. 2. Slide 3: Why does feeling happy matter?

a. A happy person has high well‐being. High well‐being comes from feeling good about one’s life.

3. Slide 4: Characteristics of people with high well‐being… a. How a person measures each of these factors will be different, but the

factors will be the same. For example, one person may measure success differently than another person. Jamal may measure success through the monthly statements he receives detailing his bank balance, while Anita may value success by the number of blue ribbons she received in her track competitions

Enhance the graphic organizer by having participants add graphics that explain each word or concept.

Use the children’s book It’s Not What You’ve Got by Dr. Wayne W. Dyer as an additional anticipatory set. The book also has a tablet application.

Play the song “Don’t Worry, Be Happy.”

Use the book 7 Habits of Highly Effective Teens by Stephen Covey to further discuss ways to contribute to well‐being.

Create the graphic organizer as a class using a white board.


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4. Slide 5: What makes you happy? a. Ask participants to refer to column two of What Makes You Happy?

2.1.2.A1. b. Using the characteristics of high well‐being explained in slide 3, have

participants add to their explanations. Question prompts are provided to help participants brainstorm reasons why each activity makes them happy.

5. Slide 6: Stand if you have an activity that makes you happy because… a. Identify each characteristic of high well‐being and have participants

stand if they have an activity on What Makes You Happy? 2.1.2.A1 that includes that characteristic.

b. Ask participants to determine if they listed other reasons for why an activity made them happy. Can this reason fit with the five characteristics of high well‐being as well?

Part 2: Well‐Being Domains 6. Slide 7: Well‐being can be divided into five domains

a. A person’s well‐being can be determined by the five well‐being domains. Domains are areas of life.

7. Slides 8‐12: What contributes to well‐being in each domain? a. Although what makes us happy will be different for each person, the

way that happiness adds to well‐being will be similar. Discuss these factors for each domain.

8. Slide 13: What makes you happy? a. Ask participants to refer to column four of their What Makes You

Happy? 2.1.2.A1 that has not been completed. Have participants identify which well‐being domain(s) are affected by each activity on their list.

b. The five domains can be interconnected. If a person does not have well‐being in one domain, that negative feeling may affect other areas and cause that person’s overall well‐being to suffer.

c. Ask participants to determine if any domains are missing from their activities. If so, what specific things could they do to contribute to that well‐being domain.

i. For example, if none of the activities listed on What Makes You Happy? 2.1.2.A1 contribute to the physical domain, participants could join a gym or a sport to positively contribute to their overall well‐being.

9. Slide 14: What makes you happy? a. Ask participants to refer to column 3 of their What Makes You Happy?

2.1.2.A1. b. Ask them how many $ and $$ signs they recorded. Were there any

activities that didn’t require money in some way? Because money plays a large role in our society, chances are most or all of the activities require money in some way.

c. Ask participants to discuss how money affects their happiness. d. Ask participant to determine how their other well‐being domains would

be affected if they didn’t have money.

Provide participants with 5 different colored crayons, colored pencils markers, or highlighters. Have participants color code the well‐being domains in column 4 (each of the five domains will have a different color). Then, participants can easily determine if any “colors” (ie‐ well‐being domains) are missing.

Vary the activity level by having participants stand, jump, turn around, thumbs up, etc. during slide 6.

Use an online brainstorming/ discussion tool to complete the activity on slide 6. Refer to Technology Integration Options Active Learning Tool 3.0.50.


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Part 3: Financial Well‐Being 10. Slide 15: Financial Well‐being

a. Financial well‐being affects overall well‐being. Discuss examples of how financial well‐being affects overall well‐being from the completed What Makes You Happy? 2.1.2.A1 and discussion from slide 14.

11. Slide 16: How can you create high financial well‐being? a. Having money does matter. However, after a person earns enough

money to pay for living necessities, it is not so much the amount of money, but how a person chooses to manage the money, that increases well‐being.

12. Slide 17: Understand your feelings about money a. In addition to managing money well, an individual must understand

their feelings about money to achieve high well‐being in the financial domain.

b. Discuss how each question affects financial well‐being. Use that section of the Money in Your Life Information Sheet 2.1.2.F1 for discussion prompts.

13. Slide 18: How can you create high financial well‐being? a. To create high financial well‐being a person should participate in

financial planning throughout their life, especially for their future. 14. Slide 19: What does successful financial planning look like?

a. In order to have successful financial planning, they should first decide what constitutes happiness for them. Then, set goals and use financial planning as a tool to help them reach that happiness. Financial planning will be different for everyone and it should be continually evaluated.

15. Slide 20: Money in Your Life a. Summarize the lesson by asking participants what role money plays in

their life. b. Money contributes to their well‐being, but learning to manage your

money well is a great step towards creating high well‐being. Part 4: The Roommates Scenario 16. Slide 21: The Roommates

a. Facilitate the scenario outlined in slides 18‐29 as a class. b. Pass out one The Roommates 2.1.2.A2 to each participant. c. Read the scenario as a class or in small groups. d. Items to be completed on the The Roommates 2.1.2.A2 handout is

indicated by a green pen icon in the PowerPoint. 17. Slide 22: Hannah’s Well‐being

a. Instruct participants to consider what factors affect a person’s well‐being‐ positively and negatively.

b. Have participants underline any events that positively or negatively affect Hannah’s well‐being.

c. Ask participants to share the events they underlined. Use the events provided on the slide to add to and discuss how Hannah’s well‐being is affected.

18. Slide 23: Hannah’s Well‐being a. Using the table provided at the bottom of The Roommates 2.1.2.A2,

have participants use the events underlined to record one event that

Use videos from the website Spendster to discuss how negative money management can negatively affect well‐being.

To add a visual element to “The Roommates” scenario, use The Roommates Prezi 2.1.2.E3. It introduces the scenario with pictures and short bits of information.

To illustrate that managing money is a continual process, have participants share their “Money Mess‐ups, Mishaps, and Mistakes” on the student‐oriented Consumer Jungle website. They will help others learn what not to do in regards to money management.

http://consumerjungle.org/money_messups_mistakes

https://takechargetoday.arizona.edu/roommates-prezi

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affects each of Hannah’s well‐being domains. b. Then, have participants identify if that event has a positive or negative

impact on Hannah’s overall well‐being. 19. Slides 24‐25: Hannah’s Well‐being

a. Discuss the events that affect each well‐being domain by using the samples provided on slides 21‐22.

20. Slide 26: Hannah’s Well‐being a. Discuss how, overall, Hannah has low well‐being. She worries about

money, fights with her boyfriend, has lack of sleep, etc. 21. Slide 27‐30: Morgan’s Well‐being

a. Complete the same process as slides 19‐22 to analyze Morgan’s well‐being.

22. Slide 31: Morgan’s Well‐being a. Discuss how overall Morgan has high well‐being. She is financially

secure, takes time to take care of herself and spend time with family, etc.

23. Slide 32: Why does Morgan have higher well‐being than Hannah? a. Ask participants to discuss why Morgan has higher well‐being than

Hannah. b. Explain that there could be many reasons why Morgan has higher well‐

being, but one big reason is because Morgan participants in financial planning.

24. Slide 33: How has financial planning contributed to Morgan’s well‐being? a. Discuss how successful financial planning has contributed to Morgan’s

overall well‐being.

CONCLUSION

Everyone Needs High Well‐Being Story Creation Approximate time: 45‐90 minutes Materials to prepare: Everyone Needs High Well‐Being Story Creation 2.1.2.A3 to each participant or

group Everyone Needs High Well‐Being Story Rubric 2.1.2.B1 per participant Optional: Technology Integration Options Active Learning Tool 3.0.50 1. Distribute an Everyone Needs High Well‐Being Story Creation 2.1.2.A3 and a

Everyone Needs High Well‐Being Story Rubric 2.1.2.B1 to each participant or small group.

a. Participants will create a story about a person who has high well‐being by actively contributing to each of the five well‐being domains. They will present their story as a digital story board or written story.

i. If completing the digital story board, refer to the Technology Integration Options Active Learning Tool 3.0.50 to find a digital storyboard creator, video creator, or presentation creator that will work best to complete the activity.

b. After creating the outline for their story by answering the questions on Everyone Needs High Well‐Being Story Creation 2.1.2.A3, participants

Provide participants with two different colored highlighters or colored pencils. Have participants use one color to mark the events that affect Hannah’s well‐being. On slide 24, participants will use the other color to mark the events that affect Morgan’s well‐being.

For additional practice analyzing what constitutes positive well‐being, show a clip(s) from a popular television sitcom or movie and have participants analyze the well‐being of each character. The sitcom Two Broke Girls may be a good example.

Have participants create a story about their personal well‐being.



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should create/write their digital storyboard or story. c. If time allows, have participants share their completed stories with the

class. Discuss how high well‐being is different for everyone.

ASSESSMENT OPTIONS There are two assessment options provided for this lesson. Option 1: Money in Your Life Interview Option 2: My Well‐Being

Option 1: Money in Your Life Interview Approximate time: 45 minutes plus out of class time to conduct the interview Materials to prepare: 1 Money in Your Life Interview 2.1.2.A4 per participant Money in Your Life Interview Essay Rubric 2.1.2.B2 is available Optional: Guest Speaker Active Learning Tool 3.0.22 1. Complete the Money in Your Life Interview 2.1.2.A4. Participants will interview

an adult to discuss the role money has played in their life and write a reflective essay. The Money in Your Life Interview Essay Rubric 2.1.2.B2 is available.

a. If an adult family member is not available, encourage participants to interview another adult that has had a positive influence on their life, such as a teacher.

b. Instead of completing individual interviews, invite a group of adults to the classroom to conduct a “Money in Your Life Community Panel.” Use the same interview questions provided on the Money in Your Life Interview 2.1.2.A4. The Guest Speaker Active Learning Tool 3.0.22 includes additional materials to assist you with conducting a community panel.

Option 2: My Well‐Being Approximate time: 15 minutes Materials to prepare: Complete My Well‐Being 2.1.2.A5. 1. Complete My Well‐Being 2.1.2.A5 as instructed.

Instead of an essay, have participants collect pictures of the interviewee and create a visual presentation or poster. Use Microsoft PowerPoint or a Web 2.0 tool. Refer to the Technology Integration Options Active Learning Tool 3.0.50 for a list of applicable Web 2.0 tools.

Integrate technology by having participants create a diagram of their present and future well‐being. A Microsoft Office diagram could be used or an online graphic organizer. Refer to the Technology Integration Options Active Learning Tool 3.0.50 for a list of online graphic organizers.





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Money in Your Life Vocabulary List

TERM DEFINITION

1 Financial goals Specific objectives that are accomplished through financial planning

2 Financial planning Managing money continuously through life in order to reach your financial goals

3 Financial well‐being Managing money in ways that build a sense of understanding, competence, and control

4 Well‐being Feeling good about one’s life

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Money in Your Life Vocabulary Graphic Organizer Example

Well‐being is feeling good about your life. The goal is to be happy and enjoy your life; to have a high quality of living. A person’s well‐being can be divided into five

domains: physical, emotional, intellectual, social, and financial. Financial well‐being is especially important, because money is involved in almost every aspect of life in

our society. Therefore, if a person manages their money well it can significantly contribute to their overall well‐being. However, if a person doesn’t manage their money

well it can lead to negative feelings that decrease overall well‐being. To help increase your financial well‐being it is important to participate in financial planning. Financial

planning means that you are managing your money in a way that helps you reach your financial goals. By reaching financial goals you are increasing your financial well‐

being.

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What Makes You Happy?

Total Points Earned Name

20 Total Points Possible Date

Percentage Class

Directions: If you were to create a list of things that make you happy, what would that list include? 1. In column one, create this list by describing five activities you enjoy. 2. In column two, briefly explain why that activity makes you happy. 3. In column three, do one of the following:

a. Place two dollar signs by those activities that directly cost money, meaning money must be used to participate in that activity.

b. Place one dollar sign by activities that indirectly cost money, meaning activities that may not cost money at the time but did cost money at some point.

c. Place a star by activities that cost no money to do. 4. Leave column 4 blank until instructed to complete.

WHAT ARE FIVE ACTIVITIES

THAT MAKE YOU HAPPY? WHY DOES THIS ACTIVITY MAKE YOU

HAPPY?

$$ = ACTIVITY DIRECTLY COSTS MONEY

$ = ACTIVITY INDIRECTLY COSTS MONEY

= ACTIVITY COSTS NO MONEY

WHAT WELL‐BEING DOMAIN(S) DOES THIS

ACTIVITY CONTRIBUTE TO?

1.

2.

3.

4.

5.

Page | 11 2.1.2.L1


Money in Your Life Note Taking Guide

Total Points Earned

Name

Total Points Possible

Date

Percentage

Class

Directions: Use the prompts provided to help you take notes during the lesson.

What is well‐

being?

What are five

characteristics of

people that have

high well‐being?

What are the five

well‐being

domains?

What is one

thing that

contributes to

well‐being in

each domain?

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Physical

Intellectual

Emotional Social

Financial

Financial Well‐Being –

Managing money in ways that build a sense of competence,

understanding, and control.

Financial well‐being affects overall well‐being.

How can you create positive financial well‐being?

How you

________________________

increases well‐being.

Understand your feelings

about money.

What is one question to ask

yourself regarding your

feelings about money?

Participate in financial

planning for your present and

future.

What is financial planning?

What are financial goals?

What does successful financial

planning look like?

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The Roommates

Total Points Earned Name

20 Total Points Possible Date

Percentage Class

Directions: Follow the directions prompted by the instructor to complete the following scenario.

"What is that beeping? It won't stop!" thought Hannah as she tried to wake up and turn her alarm off. Is it really 6:00 am already? As she replayed last

night's events in her head, she remembered that she had worked on her research paper until 2:00 am. She hadn't really meant to put it off until the last

minute, but with her work schedule, three other classes, and making time for her boyfriend, Caleb, things had just gotten away from her. Unfortunately,

she knew the paper wasn't her best work, but since it was due at 9:00 am, she was out of options. No way was her professor going to give her another

deadline extension. She'd already gotten two for previous assignments.

As she struggled to wake up, Hannah reviewed other things she needed to do that day‐‐classes at 8:00 am, 9:00 am, and 1:00 pm, work at 3:00 pm and

then more homework. When would she find time for Caleb? As shaky as things had been the past few weeks, she knew it was important to find a way to

spend time with him today. He had been so unhappy lately and it seemed like no matter what happened she couldn't get him to talk about things to fix

the situation.

Caleb was still on her mind as Hannah left her bedroom and headed to the bathroom to brush her teeth. Her roommate, Morgan, was just coming in from

her morning run and was just a little perkier than Hannah could muster at 6:00 am, but she said hello anyway. She really liked Morgan and she was a good

roommate, but it could be really hard to be around her since everything always seemed to go her way. Just last week, Morgan found out she'd received a

scholarship to help with her college expenses, yet Hannah still had to work extra hours just to make ends meet. It just didn't seem fair.

"Wow," thought Morgan as she walked past her roommate, surprised that Hannah was awake already, after planning to stay up late and finish her paper

last night. Morgan really likes and cares about Hannah. She knows that Hannah has been feeling pressure in a lot of areas of her life. Managing her time

and money both seemed to be a challenge for Hannah and lately she and her boyfriend had been fighting a lot. As Hannah came into the kitchen for

breakfast, Morgan remembered that the rent check needed to be mailed today. "Hey, Hannah, did you want to give me your part of the rent? I can just

drop it in the mail with mine today," Morgan asked. "Oh, sure," said Hannah. And as she subtracted the check from her checkbook register, she realized

that payday was not for five days and she only had $25.00 left. "That's cutting it close," she thought, "but I have to pay my half of the rent. I sure hope I

can make it until payday."

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Over breakfast, the two chatted about their coming day. While Hannah had an overly full class and work schedule, Morgan had only two classes (both of

which she really enjoyed), lunch scheduled with her sister, and had decided she would spend some time looking for a new job. When Hannah asked why

she was beginning a job hunt, Morgan replied, "Oh, I like my job and all, but the new manager has really changed a lot of things and seems determined to

hire all of his own people. He is making it really hard for people who have already been working there. I've been trying to take his criticism as constructive,

but it's adding a lot of stress to my life. It seems like now might be the time to look for something new‐‐with less stress. I have enough money in my

savings account that I could make it a few months if I got desperate, but I sure don't want things to get to that point if I can find something else now.” As

Hannah was preparing herself for another busy and overwhelming day, she found herself wishing that she had the financial freedom to create a less

stressful life for herself.

Hannah’s Well‐being Morgan’s Well‐being

Identify one event that affects Hannah’s well‐being in each domain.

Does this event have a positive or

negative affect on Hannah’s well‐

being? Indicate with a + or ‐

Identify one event that affects Morgan’s well‐being in each domain.

Does this event have a positive or negative affect on Morgan’s well‐being? Indicate with a + or ‐

Physical – Taking care of your body

Intellectual – Gaining and using knowledge

Emotional – How you feel

Social – Having a network of friends and family

Financial – Your financial outlook

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Everyone Needs High Well‐Being Story Creation

Total Points Earned

Name

30 Total Points Possible

Date

Percentage

Class

Directions: Follow the steps below to create a story about a person who has high well‐being by actively contributing to their well‐being in each of the five well‐being domains. Step One: Who will your story be about? Answer the questions below to create a character for your story. Remember that the purpose of your story is to describe a person who has high well‐being.

What is the name and age of your character?

Where does your character live? Does your character live with

his/her family, a roommate(s), or by themselves?

Who are the important people in your character’s life (family and

friends)?

How does the character spend his/her day? Does your character have a job? Is your character a

student?

What interests and hobbies does your character have?

What other information about your character is important?

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Step Two: In order to have high overall well‐being it is important to consider your well‐being in each well‐being domain. How does your character contribute to his/her well‐being in each domain? Using the information about your character outlined in step one, identify at least one way your character positively contributes to his/her well‐being in each of the five well‐being domains.

Well‐being Domain Identify one way your character positively contributes to his/her well‐being in each domain.

Physical – Taking care of your body

Intellectual – Gaining and using knowledge

Emotional – How you feel

Social – Having a network of family and friends

Financial – Your financial outlook

Step Three: Use the information outlined in steps one and two to create a digital story board or write a story about your fictitious character. The purpose of your story is to show how your character has created high well‐being for him/herself. The story should indicate at least one way the character has contributed to well‐being in each domain. Your story will be graded based upon the rubric provided by your instructor.

Page | 17 2.1.2.B1


Everyone Needs High Well‐Being Story Rubric

Directions: Create a story about a person who has high well‐being by actively contributing to each of the five well‐

being domains. The story must be presented as a digital story board or written story.

Exemplary Satisfactory Unsatisfactory No Performance

Score

Content: The story illustrates how the

character has created high well‐being for him/herself

The story includes at least one way the character has contributed to his/her well‐being in each of the five domains

9‐7 6‐4 3‐1 0

Writing Skills: Sentences are fluent and effective Very few errors in mechanics,

punctuation and word choice Essay includes an introduction, body,

and conclusion

6‐5 4‐3 2‐1 0

Effectiveness of Presentation: Clearly prepared Easily read, visually appealing and

neatly assembled

6‐5 4‐3 2‐1 0

Total Points Earned Total Points Available 21

Percentage

Total Points Earned

Name


Date

Percentage

Class

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Money in Your Life Interview

Directions: 1. Interview an adult family member who has positively influenced your life. If a family member isn’t

available, choose another adult. 2. Interview questions are provided. The interview should discuss the role money has played in the

interviewee’s life. Make sure to initiate conversation with the interviewee. 3. After the interview is complete, receive a signature from the interviewee.

Interview questions:

1. What were your family finances like growing up and how did it affect you?

2. What was your first big purchase? Looking back, would you have done anything different in regards to this purchase?

3. Who was the person that had the most positive influence on your money decisions, and what did they do that influenced you?

4. What is one example of how money has had a positive impact on your life?

Total Points Earned

Name


Date

Percentage

Class

Page | 19 2.1.2.A4


5. What is one example of how money has had a negative impact on your life?

6. What do you wish you would have known regarding money when you were my age?

7. What is one positive decision you made regarding money in your life?

8. What is one negative decision you made regarding money in your life?

9. How is money management different today than it was when you were my age?

10. Is there anything you wish you could do over again related to your management of money throughout your life?

11. Based on your experiences with money so far in your life, what lasting piece of advice about money would you like to give youth of today?

Name of Adult:

Signature of Adult:

Phone number:

age | 20 2.1.2.B2


Money in Your Life Interview Essay Rubric

Directions: Based on the information collected in your interview, compose a reflective essay that reflects upon the interview and answers the following questions: What did you learn about the role money plays in life? What things surprised or impressed you? What changes did your interviewee recommend for you that are different from the choices they made?

Was there anything that you didn’t agree with? If so, explain. Based upon your interview, do you plan to change your current or future money management practices? What changes, if any, have occurred in your perceptions of the person you interviewed? What is the advice your interviewees would like to share with the youth of today?

Exemplary Satisfactory Unsatisfactory No Performance

Score

Content: All six reflective questions are

addressed

9‐7 6‐4 3‐1 0

Writing Skills: Sentences are fluent and effective Very few errors in mechanics,

punctuation and word choice Essay includes an introduction, body,

and conclusion

6‐5 4‐3 2‐1 0

Effectiveness of Presentation: Clearly prepared Easily read and neatly assembled Minimum of one‐page, double‐

spaced with 12 font and 1‐inch margins.

6‐5 4‐3 2‐1 0

Total Points Earned Total Points Available 21

Percentage

Total Points Earned

Name


Date

Percentage

Class

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My Well‐Being

Directions: Answer the questions below to analyze your present and future well‐being

Well‐Being Domains Identify at least one way you are currently contributing to your well‐

being in each domain. (5 points) Identify at least one way you can begin to contribute to your well‐being

in each domain. (5 points)

Physical

Intellectual

Emotional

Social

Financial

Total Points Earned

Name


Date

Percentage

Class

Present Future

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© Take Charge Today – August 2013 – Money in Your Life – Page 1 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona

Money in Your Life Advanced Level

If you were to create a list of things that make you happy

what would that list include? Examples on your list might

include par cipa ng in a sport, shopping with friends,

watching a movie, going on a trip, reading a book, or

spending me with family members.

What are two things that make you

happy?

1.

2.

A happy person has high well‐being. High well‐being comes from feeling good about one’s life. Individuals who have high

well‐being:

Are posi ve – they feel gra tude, joy, love, enthusiasm and sa sfac on

Love what they do – they ac vely engage in ac vi es such as work and play

Are in healthy rela onships – their rela onships are loving and dependable

Find meaning in life – their ac vi es and rela onships are important to themselves, others and o en involve giving

Feel achievement – they feel successful in their ac vi es and rela onships

T W ‐B D

Physical

Intellectual

Emo onal Social

Financial

Well‐Being Domains Well‐being can be categorized into five domains (areas of life). The

things that make us happy add to our well‐being in one or more of these

domains. Although the specific things that make us happy differ across

individuals, the way that happiness adds to well‐being is similar for all.

The five domains are: Physical well‐being: Taking care of your body – ea ng well,

exercising, ge ng an adequate amount of sleep and receiving regular medical care.

Intellectual well‐being: Gaining and using knowledge ‐ learning to solve problems and challenges in school, your job/career and ac vi es in which you are involved (such as extracurricular ac vi es), and in your personal life.

Social well‐being: Having a network of friends and family ‐ having loving, suppor ve, and dependable rela onships with family, friends and membership in a community that gives you a sense of belonging.

Emo onal well‐being: How you feel ‐ feeling a sense of worth and purpose in your life. There will always be ups and downs in life. However, developing strategies for coping with nega ve life experiences to maintain a healthy outlook helps to create posi ve emo onal well‐being.

Financial well‐being: Your financial outlook ‐ financial well‐being is managing money in ways that build a sense of

understanding, competence and control.

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F W ‐B

Do you feel posi ve about your financial situa on

compared to others around you?

Feeling as well‐off as you perceive the people around

you (classmates, friends, family) can impact your

financial well‐being.

Imagine how your well‐being would be affected if you didn’t have money. Financial well‐being affects overall well‐being.

Therefore, it is important to have high financial well‐being.

How can you create a sense of high financial well‐being for yourself? Having money does ma er. However, happiness

levels rise fastest as a person moves from being low‐income to middle income. A er that a person’s happiness increases

with more money, but at a much slower rate. For example, a person earning $80,000 per year may be happier than the

person earning $40,000 per year, but the person who earns more is not doubly happy. A er a person earns enough

money to pay for living necessi es, it is not so much the amount of money, but what the person chooses to do with the

money that increases well‐being. Managing money well is cri cal to increasing a person’s financial well‐being.

In addi on to managing money well, an individual must understand their feelings about money to achieve high well‐

being in the financial domain. Think back to the factors that contribute to overall well‐being: a posi ve outlook, loving

what you do, a sense of accomplishment, involvement in healthy rela onships and finding meaning in life. Let’s

consider how these factors contribute to high financial well‐being:

Do you have posi ve feelings about the way you manage

your money?

Whatever the amount of money you have to manage, a

sense that you are managing it wisely contributes to your

happiness level. Financial capability involves both

knowledge about money and the ability to use it to

accomplish life goals. Your sense of your financial

capability can affect your well‐being. Educa ng yourself

about financial concepts is a posi ve step towards

crea ng high well‐being.

Are you in healthy rela onships with posi ve

communica on about money?

Communica on regarding money contributes

significantly to well‐being especially when monetary

resources are shared.

Who do you share money with? How can you

posi vely communicate about money with that

person?

Do you feel posi ve about having enough money to cover

basic needs?

A person who can meet basic needs such as food and

shelter without struggling will likely have higher well‐

being.

What are two financial topics you would like to

learn more about?

1.

2.

2.1.2.F1


Let financial planning help you create high financial well‐being!

Name a future goal for which financial planning can help you prepare.

F P

What do you want your finances to look like in the future? Your financial goals are specific objec ves that are

accomplished through financial planning. Financial planning involves managing money con nuously through life in order

to reach your financial goals.

Why is it important to prac ce financial planning throughout your life? If you recognize that financial choices today have

an effect on your future then you may be less likely to make poor financial choices. For example, if you make choices that

result in debt, a lack of adequate insurance or insufficient savings, then your ability to do things such as rent an

apartment, buy a house, pay for unexpected expenses and even get a job can be impacted. Financial planning helps you

prepare for those future events.

So, what does successful financial planning look like? How should you plan for your future? Everyone will have a different

financial plan. This plan depends on factors unique to that person. Your financial plan will con nually change as your life

changes. A successful plan begins with an understanding of what makes you happy. Se ng financial goals and financial

planning is an ongoing process that should be considered and evaluated throughout your en re life.

F W ‐B ,

Do you feel successful about your present and future

financial posi on?

Consider how your current money management

prac ces make you feel. Are you making decisions that

maximize your well‐being both today and in the future?

If your choices today are posi vely impac ng your

present and future financial posi on, then you are most

likely achieving financial well‐being.

Do you find enjoyment and meaning in life by

par cipa ng in ac vi es you enjoy?

Well‐being is enhanced when individuals are happy as a

result of having the me and monetary resources to

dedicate to ac vi es they enjoy.

What can you do today to create a high sense of financial well‐being for yourself?

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