student guide · students will learn that waiting can happen in a lot of ways. they will also learn...

Student Guide: Pre-Kindergarten – 2nd Grade

Real Money Course Student Guide

Aligned with

Financial Capability Curriculum Instructors Guide

www.FinancialEducatorsCouncil.org

Copyright 2015 by the National Financial Educators Council. All Rights reserved. No part of this book may be reproduced. Library of Congress Cataloging-in-Publication Data ISBN: 978-0-9797853-2-0 Printed in the United States of America Requests for permission to make copies of any part of this book can be made to the National Financial Educators Council at [email protected] Read full terms and conditions of the usage of the instructor’s guides and PowerPoint presentations at http://www.financialeducatorscouncil.org/curriculum-cfei-terms/ No Earnings Projections, Promises, or Representations You recognize and agree that we have made no implications, warranties, promises, suggestions, projections, representations or guarantees whatsoever to you about future prospects or earnings, or that you will earn any money, with respect to your purchase of this financial education curriculum, and that we have not authorized any such projection, promise, or representation by others. Any earnings or income statements, or any earnings or income examples, are only examples for educational purposes. There is no assurance you will do as well as stated in any examples. If you rely upon any figures provided, you must accept the entire risk of not doing as well as the information provided. This applies whether the earnings or income examples are monetary in nature or pertain to advertising credits that may be earned (whether such credits are convertible to cash or not). Due Diligence You are advised to do your own due diligence when it comes to making business decisions and should use caution and seek the advice of qualified professionals. You should check with your accountant, lawyer, investment advisor, or other appropriate professional before acting on any investment information. You may not consider any examples, documents, or other content on the course or otherwise provided by us to be the equivalent of legal, accounting, or investment advice. Nothing contained in the course or in materials available for sale or download on the website provides legal, investment, or accounting advice in any way. You should consult with your own attorney, financial investment advisor, and accountant with any questions you may have. We assume no responsibility for any losses or damages resulting from your use of any information or opportunity contained within the course, on the related website, or within any information disclosed by the owner of the course and the website in any form whatsoever. Visit www.FinancialEducatorsCouncil.org to review the complete earnings disclaimer and terms & conditions. Read full terms and conditions at back of manual.

Sample Guide Contents Sample Guide Table of Contents

Full Curriculum Contents 7 Beginner (PK - K)

Financial Psychology 7 Accounts, Savings & Budgets 7

Income, Careers, Business & Entrepreneurship 7 Credit, Debt & Loans 8

Risk Management & Insurance 8 Intermediate (K - 1st Grade)



Risk Management & Insurance 10 Advanced (1st – 2nd Grade)



Risk Management & Insurance 13 Lessons 15

Needs and Wants Get Tricky [BF-5] 17 Growing Waiting Muscles [BA-2] 31

The Business Plan [BI-11] 39 Making Sales [BI-12] 43

Risk ‘n’ Roll Game [BR-13] 49 Terms & Conditions 55

Kids: PK – 2nd Grade

BEGINNER (PK - K) FINANCIAL PSYCHOLOGY

LESSON TITLE LESSON ID

DURATION (MINUTES)

Making Choices BF-1 60

Same or Different BF-2 60

Needs & Wants: I BF-3 45

ACCOUNTS, SAVINGS & BUDGETS


DURATION (MINUTES)

First, Then. Now, Later. BA-1 45

Growing Waiting Muscles BA-2 30

Three-Choice Drawing BA-3 30

INCOME, CAREER, BUSINESS & ENTREPRENEURSHIP


DURATION (MINUTES)

Different Roles in Our Community BI-1 45

Community Helper Buddies BI-2 80

Helpers Tour the City: I BI-3 45

Earning Money BI-4 45

Complete Guide Contents

CREDIT, DEBT & LOANS


DURATION (MINUTES)

Borrow, Trade, Gift Game BC-1 30

Trade Game BC-2 30

“Thank You” Jar BC-3 45

Is it Mine or Should We Share? BC-4 30

RISK MANAGEMENT & INSURANCE


DURATION (MINUTES)

Safe Choices & Consequences BR-1 30

Consequences: Good or Bad BR-2 45

Keeping Safe Is Good for Everyone BR-3 45

Pictures of Playground Safety BR-4 30


INTERMEDIATE (K - 1ST) FINANCIAL PSYCHOLOGY


DURATION (MINUTES)

Needs & Wants: II BF-4 45

Needs & Wants Get Tricky BF-5 45

Numbers Mean “How Many” BF-6 60

If You Give a Mouse a Cookie BF-7 30



DURATION (MINUTES)

Rolling the Dice: Less or More BA-4 45

I Want It Now! BA-5 30

SMART Money System: I BA-6 240



DURATION (MINUTES)

Community Helpers: I BI-5 240

Helper Wall BI-6 45

Old Rhymes & Community Jobs BI-7 45

Helpers Tour the City: II BI-8 45




DURATION (MINUTES)

The Good Borrower BC-5 25

Trust BC-6 30

Is This a Fair Trade? BC-7 30

Giving Back BC-8 30

The Giving Tree BC-9 45



DURATION (MINUTES)

Making Choices BR-5 45

Playground Safety Posters BR-6 45

Safety Walk BR-7 60

Safety Drills BR-8 45

Safety Circles BR-9 240


ADVANCED (1ST – 2ND) FINANCIAL PSYCHOLOGY


DURATION (MINUTES)

Needs & Wants (Collage) BF-8 60

What Do I Really Need? BF-9 60

Show Me the Money BF-10 60

Setting Financial Goals BF-11 45

Lifestyle BF-12 45

Goals and Choices BF-13 30

What Is the Advertisement Saying? BF-14 50



DURATION (MINUTES)

Growing Money BA-7 40

Is This a Savings Emergency? BA-8 30

Savings BA-9 45

SMART Money System: II BA-10 240

Plan to Save BA-11 45

How Can My Savings Grow? BA-12 45




DURATION (MINUTES)

Careers BI-9 45

Community Helpers: II BI-10 240

The Business Plan BI-11 30

Making Sales BI-12 30

Know Your Strengths BI-13 40

Share Your Strengths BI-14 60



DURATION (MINUTES)

Safe Lending BC-10 45

No Fair! BC-11 30

Helpful Gifts: I BC-12 45

I.O.U. BC-13 45

Want to Trade? BC-14 45

Helpful Gifts: II BC-15 45




DURATION (MINUTES)

All about Risks BR-10 60

Don’t Risk It! BR-11 45

Risk It! BR-12 45

Risk ‘n’ Roll Game BR-13 30

Look before You Leap BR-14 45

What Happens Next? BR-15 60

What’s Your Story? BR-16 60

Financial Psychology


Dear Families,

We write to invite you to another financial learning unit, “Financial Psychology” (FP). Our learners appreciate any assistance from the home and community that is made available. The more involvement from the school community, the richer the learning experience will be for all of the students. Your student will be bringing home more specific instructions from the teacher per activity needs at each grade level.

The main themes of this unit will discuss needs vs. wants, lifestyle choices, consequences and goals, in addition to money identification and valuation. Students will be participating in games and creating collages as well as setting goals, among other activities. Families are asked to send in cut-out magazine pictures for student to use in these activities. The pictures should include representations of food and treats, different style of homes, toys, chores, living needs, etc.

We hope that you and your child find this to be a pleasurable interactive experience as well as informative and inviting!

Thank you.


Wants and Needs Get Tricky Warm-Up Activity

The children will be asked to draw a picture of something they think their parents want.

Different Wants for Adults and Youth The teacher will explain that children and adults sometimes need the same things, but usually children will want different things from adults.

Sometimes it is hard to decide between wants, and sometimes it is hard to tell if something is a need or a want.

Lesson Activity: Comparing Our Needs to Adults

The children will be given a few minutes to look at all the pictures. They will be told that they can pick one thing to buy.

After several minutes, the teacher will ask the children these questions: • How did you decide to spend your money? • What did you decide to buy? • What did you decide NOT to buy? Why?

.

BF-5

Wants and Needs Get Tricky

Draw a picture of something your parents want.

BF-5


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Lesson Questions

What is an example of a NEED?

a. healthy food b. new toys

c. a playground d. TV

BF-5

Wants and Needs Get Tricky What is something an adult might want, but a kid

would not?

a. new clothes b. a book

c. bicycle d. kitchen appliance

BF-5

Accounts, Savings & Budgets

Accounts, Savings & Budgets

Dear Families,

We write to invite you to another financial learning unit, “Accounts, Savings & Budgets” (ASB). Our learners appreciate any assistance from the home and community that is made available. The more involvement from the school community, the richer the learning experience will be for all of the students.

This unit includes a school wide “Smart Money” system which includes a “store” for earned money to be saved or spent. The main themes of this unit include now vs. later, types of savings, budgeting and investing.

To learn about small amounts of money turning into more money, classes will be doing a penny drive for a chosen cause. Participation in this activity also offers opportunity to learn about collective contributions and charitable giving.


Thank you.

Accounts, Savings, & Budgets

Growing Waiting Muscles

Warm-Up Activity

Children will be asked to tell their partner how they have used waiting to get a reward.

Learning to Wait

Students will learn that waiting can happen in a lot of ways. They will also learn how to get better at waiting.

First, each child will get into a pose. The teacher will point out that holding a position is how they build strength. Holding a pose for a time allows muscles to build and also helps the mind learn to focus.

Children will be asked to draw a picture of themselves waiting.

Lesson Activity: Building Waiting Muscles

Learning to wait for things is an important skill, like saying “please” and “thank you.”

Parents can help children recognize the need to save for items by making a “goal poster.” Children put a picture of something they want at the top of the poster and parents help them list the steps they must accomplish to get that item.

BA-2


BA-2


Draw a picture of yourself waiting.

BA-2


Lesson Questions

1. How do you feel when you have to wait? Circle one face.

BA-2


2. How do I feel when I get a treat I waited for?

BA-2


3. How do you feel when you can’t have what you want?

BA-2

Income, Career, Business & Entrepreneurship

Income, Career, Business & Entrepreneurship

Dear Families,

We write to invite you to another financial learning unit, “Income, Career, Business & Entrepreneurship” (ICBE). Our learners appreciate any assistance from the home and community that is made available. The more involvement from the school community, the richer the learning experience will be for all of the students.

For this unit, we are requesting each student use recycled goods to create an individual building model to the overall representation of economic community. Each grade level is asked to focus on part of the economic system. Classroom teachers will be sending more information about individual’s assignments and expectations.

The general breakdown of what the economic inter-related parts may be:

PreK Community Helpers

K Community Helpers

1 Farmers Markets, Agriculture and Craft

2 Service Industry: hotels, restaurants, entertainment, retail

3 Production and Manufacturing

4 Real Estate and Local Government

5 Banks, Information Technology

Each grade will be encouraged to take responsibility for creating a contribution to the whole economic community as presented above. To make a store front, condo or farm (etc), students can use a cereal box, milk carton, or any other household scraps. These representations will be brought to school to be combined into an overall display of the economic community, interdependence and individual contribution.


Thank you.

Income, Careers, & Business

The Business Plan

Warm-Up Activity

Students will work with partners to discuss and define the words “service” and “product.”

A Business for Classrooms

Children will be asked to think about businesses that can help their classroom or school. Some businesses sell products, and other provide services.

• A product is an item, such as a pencil or a book. • A service is an action, such as cleaning or carrying.

Students will look at the classroom list and see which ideas are businesses that sell products and which are businesses that provide services. They will write them in the space provided.

The display is intended to show the interdependent and related parts that go into the full economy.

Each group will be encouraged to take responsibility for creating a contribution to the whole economic community. To make a store front, condo, farm, etc., students can use a cereal box, milk carton, or any other household scraps. These representations will be brought to school to be combined into an overall display of the economic community, interdependence and individual contribution.

Lesson Activity: My Business Plan

Students will form groups and will practice planning their own business. Each group will decide if they want to start a business that creates a product or one that provides a service. Each group will then complete The Business Plan worksheet.

BI-11

The Business Plan

THE BUSINESS PLAN – PART 1

1. What is the name of your business?

____________________________________________________

2. What product or service will your business provide?

____________________________________________________

____________________________________________________

3. How will your business benefit others?

____________________________________________________

____________________________________________________

____________________________________________________

4. What supplies will you need to run your business?

____________________________________________________

____________________________________________________

5. How much will your supplies cost? $ ____________________

BI-11


THE BUSINESS PLAN – PART 2

6. How much will you charge for your product or service?

____________________________________________________

7. How many products or services do you need to sell to make

up for the cost of your supplies? _________________________

Our business sells a product provides a service

because we are going to

[sell] ________________________________________________

____________________________________________________

[do] ________________________________________________

____________________________________________________

BI-11

The Business Plan

Lesson Questions

1. A product is …

a. A physical item that people need or want.

b. A wish someone has.

c. Something someone does for another person.

2. A service is …

a. A physical item that people need or want.

b. A wish someone has.

c. Something someone does for another person.

3. How will a business decide how much it should sell

its product or service for?

a. By thinking of a round number

b. By deciding how much money it needs to earn

to make up for costs

c. By asking other businesses how much it should

charge

d. By deciding what kind of business it wants to be

BI-11


Making Sales

Warm-Up Activity

The children will discuss and review the previous lesson (The Business Plan), and will talk about service and products.

Reviewing Our Business Plan

The students will return to their groups from The Business Plan lesson. They will take out and review their previously completed Business Plans. In the previous activity, the children planned what service or produce their business would provide, what supplies they would need, and how many sales they would need to sell to make up the cost of supplies.

Today, the children will pretend they are in business and see how many sales they can make. They will walk about the classroom, explain their business to the other students, and see how many of their classmates would buy their service or product.

Lesson Activity: Selling the Business Idea

Using classroom materials, students will enact selling their service or product, for example, using books from the bookshelf or pencils from the supply close to pretend they are selling pencils or providing a library.

Children will have time to interact and pretend to offer their service or product to the other students in the class. If another students agrees to purchase the service or product, the selling student will make a tally mark on the Sales Tally worksheet.

BI-12

Making Sales

Lesson Questions

1. An example of a service job would be a. A racecar driver.

b. A hairstylist.

c. Building computers.

2. An example of a product job would be a. A racecar driver.

b. A hairstylist.

c. Building computers.

3. A business makes a profit if a. They make sales

b. They make more sales than the other

businesses

c. They make as much money as they

spent on supplies

d. They make more money than they spent

on supplies

BI-12


Sales Tally

Time Number of Sales

Example: 9:00-9:15 3

BI-12

Making Sales

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Risk Management & Insurance

Risk Management

& Insurance

Dear Families,

We write to invite you to another financial learning unit, “Risk Management & Insurance” (RMI). Our learners appreciate any assistance from the home and community that is made available. The more involvement from the school community the richer the learning experience will be for all of the students. Your student will be bringing home more specific instructions from the teacher per activity needs at each grade level.

This unit will include main themes of making safe choices, evaluating risks, predicting outcomes and using insurance to protect valuables. Families will be getting game instructions and classroom made books to engage in the topics with learners.


Thank you.


Risk ‘n’ Roll Game

Warm-Up Activity

The class will make a word web about the word risk.

Preparing for the Game The teacher will direct students into small groups and will also hand out paper money for this game. One student should play “banker” and have at least 20 $1 bills in the “bank.” Students will take turns moving their tokens to the next space on the board. Each student will move his/her token one square forward on each turn. They should read aloud the words on the square. If it is a purchase, you may choose yes or no to making that purchase. If you say yes, you must give that amount of money to the banker. If it is a job, you may choose yes or no to doing the job. If you say yes, you must receive that amount of money from the banker.

Some squares say $0. Those squares have items that we are just expected to do—we neither get paid for doing them nor pay others for doing them. If a student lands on a $0 square, he/she doesn’t receive money from the bank or pay money to the bank.

After making a decision for each square, the student must roll a die and follow the directions for the number rolled.

Lesson Activity: Risk ‘n’ Roll Game

The game will continue until all students have progressed from start to finish. The chart on the next page illustrates the scenario and consequence for each possible dice combination. The student will count the money they have left at the end of the game. The game will continue until all students have progressed from start to finish.

BR-13


# Scenario Consequence

1 Hooray! You won a prize! You get $2.

2 Uh-oh! You got sick and need medicine. Pay $3 to the banker.

3 Hooray! You found money in your pants pocket. You get $1.

4 Uh-oh! Your bicycle broke and you need to fix it. Pay $2 to the banker.

5 Hooray! It’s your birthday! You get $3.

6 Uh-oh! You lost your backpack and need to buy a new one. Pay $1 to the banker

BR-13


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Lesson Questions

1. How can a positive risk have a negative outcome?

a. Even though it was a good risk, it is still a risk and not a guarantee of a positive outcome.

b. Even though it wasn’t a good risk, you might get away with it and not have a negative outcome.

c. It can’t: positive risks always have positive outcomes.

BR-13


2. How can a negative risk have a positive outcome?

a. Even though it was a negative risk, it is still a risk and not a guarantee of a positive outcome.

b. Even though it wasn’t a good risk, you might get away with it and not have a negative outcome.

c. It can’t: negative risks always have negative outcomes.

3. What does “being cautious” mean? a. Never taking risks, even positive risks b. Never taking a negative risk c. Never taking a positive risk d. Deciding if you can afford to lose what

you are risking

BR-13

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Terms & Conditions assurance that any prior successes or past results as to earnings or income (whether monetary or advertising credits, whether convertible to cash or not) will apply, nor can any prior successes be used, as an indication of your future success or results from any of the information, content, or strategies. Any and all claims or representations as to income or earnings (whether monetary or advertising credits, whether convertible to cash or not) are not to be considered as "average earnings". You understand that this financial education course has not been available for purchase long enough to provide an accurate earnings history. a) The Economy. The economy, where you live and do business, and on a national and even worldwide scale, creates additional uncertainty and economic risk. An economic recession or depression might negatively affect the results produced by this financial education course. b) Your Success or Lack of It. Your success in using the information or strategies provided by this course depends on a variety of factors. We have no way of knowing how well you will do, as we do not know you, your background, your work ethic, your dedication, your motivation, your desire, or your business skills or practices. Therefore, we do not guarantee or imply that you will get rich, that you will do as well, or that you will have any earnings (whether monetary or advertising credits, whether convertible to cash or not), at all. Businesses and earnings derived there from, involve unknown risks and are not suitable for everyone. You may not rely on any information presented in the course or otherwise provided by us, unless you do so with the knowledge and understanding that you can experience significant losses (including, but not limited to, the loss of any monies paid to purchase the course, and/or any monies spent in reliance upon the information provided in the course, and further, that you may have no earnings at all (whether monetary or advertising credits, whether convertible to cash or not). c) Forward-Looking Statements. Materials contained in this course, or on the website where the course was purchased, may contain information that includes or is based upon forward-looking statements within the meaning of the securities litigation reform act of 1995. Forward-looking statements give our expectations or forecasts of future events. You can identify these statements by the fact that they do not relate strictly to historical or current facts. They use words such as “anticipate,” “estimate,” “expect,” “project,” “intend,” “plan,” “believe,” and other words and terms of similar meaning in connection with a description of potential earnings or financial performance. Any and all forward looking statements in the course or on the website are intended to express our opinion of earnings potential. Many factors will be important in determining your actual results and no guarantees are made that you will achieve results similar to ours or anybody else, in fact no guarantees are made that you will achieve any results from our ideas and techniques in our materials. d) Due Diligence. You are advised to do Your own due diligence when it comes to making business decisions and should use caution and seek the advice of qualified professionals. You should check with Your accountant, lawyer, investment advisor, or other appropriate professional before acting on this or any information. You may not consider any examples, documents, or other content on the course or otherwise provided by us to be the equivalent of legal, accounting, or investment advice. Nothing contained in the course or in materials available for sale or download on the website provides legal, investment, or accounting advice in any way. You should consult with your own attorney, financial investment advisor, and accountant with any questions you may have. We assume no responsibility for any losses or damages resulting from your use of any information or opportunity contained within the course, on the related website, or within any information disclosed by the owner of the course and the website in any form whatsoever. e) Purchase Price. Although we believe the price is fair for the value that you receive, you understand and agree that the purchase price for this financial education course has been arbitrarily set by us. This price bears no relationship to objective standards.

Terms & Conditions

f) Testimonials & Examples. Testimonials and examples for this course and on the related website are exceptional results, do not reflect the typical purchaser's experience, don’t apply to the average person and are not intended to represent or guarantee that anyone will achieve the same or similar results. Where specific income or earnings (whether monetary or advertising credits, whether convertible to cash or not), figures are used and attributed to a specific individual or business, that individual or business has earned that amount. There is no assurance that you will do as well using the same information or strategies. If you rely on the specific income or earnings figures used, you must accept all the risk of not doing as well. The described experiences are atypical. Your financial results are likely to differ from those described in the testimonials. You understand that this course has not been available for purchase long enough for us to determine what are typical financial results.

student guide · students will learn that waiting can happen in a lot of ways. they will also learn...

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