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2014 American Bankers Association, Washington, D.C. REPRINTING
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Overviews and Objectives for Lessons
GRADES 6-8Lesson A: Energy Detectives Overview: In this lesson,
students will learn how money can be saved while also protecting
the environment. Students begin by fi nding classmates that
practice certain energy-consuming or energy-conserving behaviorsand
discuss why these practices are either good or bad. The cost to use
common electronic devices willbe calculated. (Estimated Time: 45
minutes)
Objectives Students will be able to: Identify actions that save
money and conserve energy. Calculate the cost of energy
consumption.
Related Areas Science Environment Mathematics
Personal Finance
Lesson B: Double or Nothing Overview: In this lesson, students
will see the difference between simple and compound interest and be
able to recognize realistic rates of return. (Estimated Time: 35
minutes)
Objectives Students will be able to: Explain the differences
between simple and compound interest. Distinguish between realistic
and unrealistic rates of return on investment. Explain how the Rule
of 72 is used to calculate the speed at which money grows.
Related Areas Mathematics
Personal Finance
Lesson C: Saving for a Sunny DayOverview: In this lesson,
students will work in groups to read and discuss a series of teen
choices. They will come to a group consensus and record the fi
nancial outcome of each choice. In the end, they will evaluate if
they have enough money remaining to participate in an unexpected
outing. (Estimated Time: 40 minutes)
Objectives Students will be able to: Formulate a group choice
when presented with a series of dilemmas with a fi nancial
component. Critique the advantages and disadvantages of a
particular choice in a given situation. Determine the benefi ts of
saving money for unexpected problems and opportunities.
Related Areas Language Arts
Personal Finance
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Lesso
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lans fo
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des 6
-8
Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
1 2014 American Bankers Association, Washington, D.C. REPRINTING
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Lesso
n P
lans fo
r Gra
des 6
-8
Energy Detectives
Time: 45 m
inutesGrades 6-8 Lesson A: Energy Detectives
LESSON INFORMATIONOverviewIn this lesson, students will learn
how money can be saved while also protecting the environment.
Students begin by fi nding classmates that practice certain
energy-consuming or energy-conserving behaviors and discuss why
these practices are either good or bad. The cost to use common
electronic devices will be calculated.
ObjectivesStudents will be able to:
Identify actions that save money and conserve energy. Calculate
the cost of energy consumption.
VocabularyConsumption, Cost
Related Areas
Personal Finance
Science Environment
Mathematics
Materials A standard incandescent light bulb and a compact fl
uorescent light bulb Calculator (at the least one for you,
preferably one per student) (Check with the teacher in advance as
there may be a set available in the classroom or
students may have them.) Prize(s) for game winner(s) (Bank
give-away items will work; bring 3 items, in case you
have several students complete the activity at almost the same
time.) Conservation BiNgO Student Activity (A1) (one copy for each
student preferably on
card stock) Conservation BiNgO ANSWER KEY (A1) (use during
discussion; leave copy for teacher) Watt Can We Save Student
Activity (A2) (one copy for each student) Watt Can We Save ANSWER
KEY (A2) (use during discussion; leave copy for teacher) Energy
Detectives teacher tool (A3) (one copy for teacher) Curriculum
Standards Correlation Chart (provide copy to teacher)
Personal Finance
Science
Environm
ent M
athematics
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Lesso
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-8
Energy Detectives
Time: 45 m
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2 2014 American Bankers Association, Washington, D.C. REPRINTING
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To abbreviate this activity, only require the winner to get 5
signatures in a row.
NOTE
PRESENTATION STEPSIntroduction
1. Say, Hello. My name is Mr./Ms./Mrs. _____. (Dont use your fi
rst name. Students are used to addressing adults in school as Mr.,
Ms., or Mrs.)
2. Say, im here today from (Bank Name) and were going to talk
about ways to save money and help the environment, too.
Activity1. Tell the students that you are going to play a
version of Bingo, except that
instead of you calling out numbers, everyone will need to fi nd
a classmate or adult in the room that can sign a square for
them.
2. Distribute Conservation Bingo (A1). Read the directions to
the class and then tell them to start fi nding people. Expect the
room to get a bit noisier as people look for others to sign their
card.
3. You may be asked if people can sign more than one square.
Make this decision ahead of time based on the number of people in
the room. There are 24 squares to be signed. In a standard
classroom, you may want to limit the number of squares one person
can sign to two.
4. After they have been doing the activity for a few minutes,
ask, is anyone close to fi lling up their card? Remember to come
see me as soon as you do. Some students will ask if you can sign
their card. Go ahead!
5. Once someone has their card fi lled, call out to the room, We
have a winner. Find out the students name and give them a prize. As
noted in the materials, bring several prizes along in case you have
more than one student fi nish at about the same time.
6. Tell the students they can return to their seats but to hang
onto their cards.
7. Discuss the activity using some of the questions below: Who
had signatures in more than 10 of their boxes? More than 20? Who
was only one signature away from fi lling theirs? Which square did
you still need to fi ll in? Was it easier or harder than you
thought it would be to get signatures? Which were the harder ones
to fi nd signatures for?
8. Tell students to take out a pencil or pen and circle the
items that save energy or are good for the environment. Discuss
their answers.
9. Say things such as: Name one of the things you think saves
electricity. Which behaviors help reduce what gets thrown away?
Which things save water? Which do you think are the most important
to do? Put a star by them. Which do you think people never do?
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Lesso
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lans fo
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des 6
-8
Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
3 2014 American Bankers Association, Washington, D.C. REPRINTING
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Lesso
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-8
Energy Detectives
Time: 45 m
inutes
10. Use Conservation BiNgO Student Activity ANSWER KEY (A1) as a
guide, if needed, during the discussion.
11. Distribute Watt Can We Save Student Activity (S2) to each
student.
12. Explain that reducing energy consumption is not only good
for the environment (less fossil fuel emissions, less oil drilling
and spills, etc.) but it also saves families money.
13. Tell them that in this activity you will be talking only
about electricity but the same principles apply to water and many
other things.
14. Discuss the worksheet. Read aloud the fi rst two items and
how much electricity each uses. Show the students what a standard
incandescent light bulb and a compact fl uorescent light bulb look
like.
15. Ask the students how many bulbs are usually on in their
house each day and for how many hours. Complete the chart
appropriately. Help with the math (use an average of 30 days in a
month times the number of hours used per day).
16. Work through the math to determine how much more money would
be spent using incandescent bulbs versus compact fl uorescent
ones.
17. Assign smaller groups of students to do the math for each of
the other rows.
18. Discuss their answers as time allows. Sample answers are
provided in Watt Can We Save Student Activity ANSWER KEY (A2);
however, your answers should vary depending on the responses given
by students.
19. Discuss how changing the number of items being used or the
hours an item is used per day affects the cost. For example, the
refrigerator is likely the largest expense. Discuss how having an
extra refrigerator or freezer in ones home increases electricity
costs.
20. If time allows:- Calculate the savings by using items for
fewer hours each month.- Discuss the difference in cost between
using the stove versus the microwave.- Brainstorm other ways to
reduce costs (dont use a hairdryer as often, dry some
loads of laundry on a clothesline, etc.)
Closure1. Tell the students you hope they learned that if you
conserve, in addition to being
good for the environment, it also saves families money.
2. Encourage the students to go home and talk with their parents
about ways they can save energy. Suggest they ask their parents to
set aside the money that is saved and set a goal for how to spend
that money after a period of time. For example, they might put the
money toward a family vacation or a more energy-effi cient
household appliance.
3. Thank the students and teacher for allowing you to be
there.
Personal Finance
Science
Environm
ent M
athematics
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2014 American Bankers Association, Washington, D.C. REPRINTING
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B i n goLeaves lights on when not in a
room
Recycles cans at home
Uses scrap paper
Throws plastic bottles in the
trash
Leaves computer on
overnight
Drinks more than one
single-use bottle of water a day
Takes long showers
Turns off lights when leaves a
room
Stands in front of the open
fridge deciding what to eat or
drink
Has TV on at home for more than 2 hours
per day
Uses rechargeable
batteries
Turns off video game system
when not using it
FREESPACE
Uses disposable batteries
Leaves faucet on while
brushing teeth
Brings lunch to school
Carpools to practice or
events
Recycles paper at home
Takes short showers
Downloads music instead of buying CDs
Turns off the faucet while
brushing teeth
Checks books out of the library
Throws away plastic shopping bags after one
use
Rides the bus to school
Unplugs cell phone
charger when done charging
A1Name
C o n s e r v a t i o n
Grades 6-8
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B i n go
A1
C o n s e r v a t i o n
Grades 6-8
Leaves lights on when not in a room(wastes electricity)
Recycles cans at home
(less waste in landfills)
Uses scrap paper
(less waste)
Throws plastic bottles in the trash(increases waste in landfills
- average
bottle takes over 500 years to degrade)
Leaves computer
on overnight(wastes electricity)
Drinks more than one single-use bottle of
water a day(wastes plastic, use
a refillable bottle instead)
Takes long showers
(wastes water, take shorter showers)
Turns off lights when leaves a room
(conserves electricity)
Stands in front of the open fridge deciding what to eat or
drink(wastes electricity)
Has TV on at home for more than 2 hours per day
(wastes electricity)
Uses rechargeable batteries(less waste in landfills)
Turns off video game system when not
using it(conserves electricity)
FREESPACE
Uses disposable batteries
(increases waste in landfills)
Leaves faucet on while
brushing teeth(wastes water)
Brings lunch to school
(less waste in landfills from food packaging)
Carpools to practice or events
(less gas used and fewer emissions)
Recycles paper at home
(less waste in landfills)
Takes short showers(conserves water)
Downloads music instead of buying CDs(less waste in
landfills; also costs less to get only songs you want
instead of whole disk)
Turns off the faucet while brushing teeth
(conserves water)
Checks books out of the library
(less waste in landfills)
Throws away plastic shopping bags after
one use(increases waste in
landfills)
Rides bus to school(less gas used and
fewer emissions than multiple cars,
unless you usually walk)
Unplugs cell phone charger when done
charging(conserves electricity)
Conservation Bingo ANSWER KEY
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2014 American Bankers Association, Washington, D.C. REPRINTING
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A2Name
Watt Can We Save
Directions: Calculate the cost of each appliance below. How much
does it cost each month to run each appliance?
Cost per month = Power used (kW) x Number of Appliances in House
x Hours Used per Month x Cost per kWh
Teach Children to Save (6-8): Lesson C Page 2
Watt Can We Save Student Activity (C2) Directions: Calculate the
cost of each appliance below. How much does it cost each month to
run each appliance?
Cost per month = Power used (kW) x Number of Appliances in House
x Hours Used per month x Cost per kWh
Item Average
Wattage* Average
kW (Wattage per 1000)
x # in House
x Average Hours
Used per Month
x Cost per
kWh ($0.10)
= Cost per Month
Cost per Year
Incandescent bulb - 60 W* 60 0.06 x x x .10 =
Compact fluorescent bulb - 60 W equivalent*
18 0.018 x x x .10 =
Coffee maker 900 0.9 x x x .10 =
Microwave 1000 1.0 x x x .10 =
Hair dryer 1800 1.8 x x x .10 =
Dishwasher 1300 1.3 x x x .10 =
Stove/Range (electric) 12500 12.5 x x x .10 =
Refrigerator/ Freezer 500 0.5 x x x .10 =
Clothes dryer (electric)
5000 5.0 x x x .10 =
Clothes washer 500 0.5 x x x .10 =
Computer, monitor, and printer
200 0.2 x x x .10 =
Television 80 0.08 x x x .10 =
*Note: Assume the same number of incandescent bulbs and compact
fluorescent bulbs in the house to compare the cost of each
*Note: Assume the same number of incandescent bulbs and compact
fluorescent bulbs in the house to compare the cost of each.
Grades 6-8
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Watt Can We Save ANSWER KEY
The answers provided assume the following daily usage: Bulbs 6
hoursCoffee maker 1 hourMicrowave 2 minutesHair dryer 10
minutesDishwasher 90 minutes or 1.5 hours
Stove/range 45 minutesRefrigerator 24 hours
In cases where minutes were used, the number of minutes per day
was multiplied by 30 (for the average number of days in a month).
That total was then divided by 60 to convert minutes to hours.
Teach Children to Save (6-8): Lesson C Page 4
Watt Can We Save Student Activity (C2) (Sample Answers)
Directions: Calculate the cost of each appliance below. How much
does it cost each month to run each appliance?
Cost per month = Power used (kW) x Number of Appliances in House
x Hours Used per month x Cost per kWh
Item Average
Wattage* Average kW (Wattage per
1000)
x # in House
x Average Hours Used per
Month
x Cost per
kWh ($0.10)
= Cost per
Month
Cost per
Year
Incandescent bulb - 60 W* 60 0.06 x 7 x 180 x .10 = 7.56
90.72
Compact fluorescent bulb - 60 W equivalent*
18 0.018 x 7 x 180 x .10 = 2.27 27.24
Coffee maker 900 0.9 x 1 x 30 x .10 = 2.70 32.4
Microwave 1000 1.0 x 1 x 1 x .10 = 0.10 1.20
Hair dryer 1800 1.8 x 2 x 5 x .10 = 1.80 21.60
Dishwasher 1300 1.3 x 1 x 45 x .10 = 5.85 70.2
Stove/Range (electric) 12500 12.5 x 1 x 22.5 x .10 = 3.38
40.56
Refrigerator/ Freezer 500 0.5 x 1 x 720 x .10 = 36.00 432.00
Clothes dryer (electric)
5000 5.0 x 1 x 30 x .10 = 15.00 180.00
Clothes washer 500 0.5 x 1 x 30 x .10 = 1.50 18.00
Computer, monitor, and printer
200 0.2 x 2 x 720 x .10 = 28.80 345.60
Television 80 0.08 x 3 x 150 x .10 = 3.60 43.20 *Note: Assume
the same number of incandescent bulbs and compact fluorescent bulbs
in the house to compare the cost of each. The answers above assume
the following daily usage: Bulbs 6 hours Coffee maker 1 hour
Microwave 2 minutes Hair dryer 10 minutes Dishwasher 90 minutes or
1.5 hours Stove/range 45 minutes Refrigerator 24 hours
Clothes dryer 1 hour (assumes about 7 loads of laundry per week)
Clothes washer 1 hour (assumes about 7 loads of laundry per week)
Computer, monitor, and printer 24 hours (assumes never turned off)
Television 5 hours
In the cases where minutes were used, the number of minutes per
day was multiplied by 30 (for the average number of days in a
month). That total was then divided by 60 to convert minutes to
hours.
Clothes dryer 1 hour (assumes about 7 loads of laundry per
week)
Clothes washer 1 hour (assumes about 7 loads of laundry per
week)
Computer, monitor, and printer 24 hours (assumes never turned
off)
Television 5 hours
A2Grades 6-8KEY
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ENERgY DEtECtivES
Lesson information
Overview In this lesson, students will learn how money can be
saved while also protecting the environment. Students begin by
finding classmates that practice certain energy-consuming or
energy-conserving behaviors and discuss why these practices are
either good or bad. The cost to use common electronic devices will
be calculated.
Objectives Students will be able to:
Identify actions that save money and conserve energy. Calculate
the cost of energy consumption.
vocabulary Consumption, Cost
Suggested Extension Activities
1. Have students write an advertisement to be read during the
schools morning announcements that explains why conserving energy
can save money.
2. Have students draw posters showing how reducing energy with
specific items can save money. Display them in the hallways.
3. Have students set personal conservation goals or discuss
family goals and estimate the cost savings of each.
A3Teacher Tool | Grades 6-8
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Lesso
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-8
Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
1 2014 American Bankers Association, Washington, D.C. REPRINTING
IS PERMITTED
Lesso
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-8
Double or N
othingTim
e: 35 minutesGrades 6-8 Lesson B:
Double or NothingLESSON INFORMATIONOverviewIn this lesson,
students will see the difference between simple and compound
interest and be able to recognize realistic rates of return.
ObjectivesStudents will be able to:
Explain the differences between simple and compound interest.
Distinguish between realistic and unrealistic rates of return on
investment. Explain how the Rule of 72 is used to calculate the
speed at which money grows.
VocabularyCompound Interest, Investing, Principal, Rule of 72,
Simple Interest
Related Areas
Personal Finance
Mathematics
MaterialsITEMS BELOW AVAILABLE ON CD
two Deals Student Activity (B1) (one copy of each page) too good
to be true? Student Activity (B2) (one copy per student) Double or
Nothing teacher tool (B3) (one copy for teacher) Curriculum
Standards Correlation Chart (provide copy to teacher)
PRESENTATION STEPSIntroduction
1. Say, Hello. My name is Mr./Ms./Mrs. _____. (Dont use your fi
rst name. Students are used to addressing adults in school as Mr.,
Ms., or Mrs.)
2. Say, im here today as a volunteer from (Bank Name). today
were going to do an activity about how money grows.
P
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athematics
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Activity1. Tell the students that there are many things you can
do with money: spending it,
saving it, and sharing it with others are just three things you
can do. Another is growing it.
2. Ask students if anyone can explain what it means to grow your
money. Listen to a few answers.
3. Explain that investing means to make your money grow by
earning interest. Tell them there are different ways to invest
money but basically what you are doing is getting paid by someone
else to let them use your money and what you get paid is called
interest.
4. Tell the students you have two deals you can make them to
grow their money. Ask two students to come forward as volunteers.
Have each hold a sign from the two Deals Student Activity (B1).
5. Read the fi rst sign, Start with $20 and double what you have
every month for a year.
6. Read the second sign, Start with $100 and get another $100
every month for a year.
7. Ask students which offer they think will make them have the
most money at the end of a year. Have them vote for each by raising
their hands.
8. Ask one or two people that chose the $20 option to explain
their decision. Repeat with the $100 option.
9. Tell them the person who starts with $100 and gets another
$100 every month will end up with $1,200. Hand the person the sign
from the two Deals Student Activity (B1) that says $1,200.
10. Ask the students to guess how much money the other person
will have. Take a variety of answers.
11. Tell them the correct answer is $40,960. Give the sign with
that amount on it to the person.
12. Ask them again to raise their hands for which person theyd
rather be.
13. Explain that in the example with the $100, the person was
getting simple interest at a rate of 100% (which is very high and
really too good to be true). This means the interest they earned
each month was $100 or 100% of what they started out with. It didnt
matter after, say, six months, that they had more than $100. The
interest was still calculated off the original amount of money they
had, the principal.
14. Tell them that in the other situation, the person was
earning compound interest. Their interest rate was also 100%
(again, too good to be true), but that every time they earned
interest it was on the total amount they now had; not just on the
original amount, or principal.
Lesso
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-8
Double or N
othingTim
e: 35 minutes
P
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athematics
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Energy Detectives
Time: 45 m
inutes P
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cience Environm
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athematics
3 2014 American Bankers Association, Washington, D.C. REPRINTING
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Lesso
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Double or N
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15. If there has been little discussion, you feel you have time,
and it is necessary to explain the math, you can work out the
problem on the board in the classroom.
16. Explain that everyone would love to have their money doubled
every month but, unfortunately, that isnt likely to happen.
17. Say, Offers to double your money every month are almost
guaranteed to be false. they are just too good to be true.
18. Tell the students there is a mathematical formula for fi
guring out how long it will take for money to double. It is called
the Rule of 72.
19. Explain that the Rule of 72 says you divide 72 by the
interest rate to fi gure out how many years it will take for money
to double.
20. Tell the students a more reasonable interest rate for a good
investment is not nearly as high as the one in the example (100%).
Give examples of current interest rates on a variety of saving or
investment vehicles.
21. Tell the students youll do a simple example. If the interest
rate was 8% on an investment, it would take nine years for the
money to double: 72 divided by 8 (the interest rate) is 9
(years).
22. Distribute too good to be true? Student Activity (B2). Have
students review the scenarios described and circle the ones they
think are too good to be true.
23. Discuss each of the examples. While doing so, share
realistic interest rates on specifi c types of investments. Explain
that the more risk involved with an investment, the greater rate of
return you may earn. However, you also face a greater likelihood of
losing most or all of your money.
TWO DEALS STUDENT ACTIVITY ANSWER KEY (B1) $20 $100 (Compounds
by (Simple interest (Starting Amount) Doubling Each Month) adds
$100 each time)
January $20 $100February $40 $200March $80 $300April $160
$400May $320 $500June $640 $600July $1,280 $700August $2,560
$800September $5,120 $900October $10,240 $1,000November $20,480
$1,100December $40,960 $1,200
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Too Good To Be True? ANSWER KEY (B2)1. Too Good to Be True2. Too
Good to Be True3. Good Investment although answers may vary
depending on discussion.4. Too Good to Be True but answers may vary
depending on discussion.
Closure1. Remind students that saving and growing their money is
important and the
younger they start, the more compound interest can help them
grow their money.
2. Encourage them to start with an interest-bearing account at a
bank. If time allows, explain some of the different types of
products that earn interest.
3. Thank the students and teacher for allowing you to be with
the class.
Lesso
n P
lans fo
r Gra
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-8
Double or N
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e: 35 minutes
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Start with $20
and double w
hat you have every m
onth for a year.
B1Two Deals | Grades 6-8(1 of 4)
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B1
Start with $100
and get another $100 every m
onth for a year.
Two Deals | Grades 6-8(2 of 4)
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B1$1,200
Two Deals | Grades 6-8(3 of 4)
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B1$40,960
Two Deals | Grades 6-8(4 of 4)
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A company calls your house saying that they are representing an
oil company that has 10 new rigs starting next month. They have
identifi ed your family as a possible investor. They say their new
technology is the best out there for drilling oil and is guaranteed
to make millions for its investors. They say that within the fi rst
six months, youll be making 50% interest.
Good Investment OR Too Good to Be True
Name
too good to be true?
Directions: Read the solicitations below. Decide whether each
describes a good investment or one that is probably too good to be
true. Circle your answer for each.
A video game company puts an ad in a local game store, asking
for investors. The ad claims that their game will be the coolest
one to hit the stores in over 10 years. They need investors to send
them $5,000. They say they will pay 35% interest for the next
year.
Good Investment OR Too Good to Be True
Your friend says she wants to start a pet-sitting business. She
doesnt have enough money saved to pay for advertising to get
started. Your friend offers to pay you 1% of every dollar she makes
for the next six months at her business if you lend her the money
it takes to advertise. Plus, when she has enough money, shell pay
you back for your original investment.
Good Investment OR Too Good to Be True
Your uncle takes you to a rare coin show at the citys exposition
center. He shares that he purchased an old Spanish coin at this
same show last year and just sold the coin on Ebay for 12% more
than he paid for it. Youre thinking this may be just the plan for
the $200 you earned mowing lawns.
Good Investment OR Too Good to Be True
B2Grades 6-8
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DOUBLE OR NOtHiNg
Lesson information
Overview In this lesson, students will see the difference
between simple and compound interest and be able to recognize
realistic rates of return.
Objectives Students will be able to:
Explain the differences between simple and compound interest.
Distinguish between realistic and unrealistic rates of return on
investment. Explain how the Rule of 72 is used to calculate the
speed at which money grows.
vocabulary Compound Interest, Investing, Principal, Rule of 72,
Simple Interest
Suggested Extension Activity
Have students make up their own investment ads and explain why
they are or are not too good to be true. Alternately, the students
could trade their ads and explain why the other persons ad is or
isnt too good to be true.
B3Teacher Tool | Grades 6-8
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Lesso
n P
lans fo
r Gra
des 6
-8
Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
Grades 6-8 Lesson C: Saving for a Sunny Day
LESSON INFORMATIONOverviewIn this lesson, students will work in
groups to read and discuss a series of teen choices. They will come
to a group consensus and record the fi nancial outcome of each
choice. In the end, they will evaluate if they have enough money
remaining to participate in an unexpected outing.
ObjectivesStudents will be able to:
Formulate a group choice when presented with a series of
dilemmas with a fi nancial component.
Critique the advantages and disadvantages of a particular choice
in a given situation.
Determine the benefi ts of saving money for unexpected problems
and opportunities.
VocabularyChoice, Emergency Fund, Saving
Related Areas
Personal Finance Language Arts
Materials Choice Cards (C1) (one copy per group of 4-5 students)
(Cut cards along lines. Paper clip the #1 cards together,
#2s, etc.) Our groups Choices Student Activity (C2)
(one copy per group of 4-5 students) Saving for a Sunny Day
teacher tool (C3)
(one copy for teacher) Rainy and Sunny Days Student Activity
(C4) (one copy for teacher)
This activity requires students to work in groups. When you
arrive, determine the total number of students and how many groups
you will have (4-5 students each).If possible, discuss this with
the teacher in advance and seek the teachers input on dividing the
class into groups.
NOTE
1 2014 American Bankers Association, Washington, D.C. REPRINTING
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Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
Lesso
n P
lans fo
r Gra
des 6
-8
Saving for a Sunny D
ayTim
e: 40 m
inutes
Personal Finance
Language Arts
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Lesso
n P
lans fo
r Gra
des 6
-8
Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
2 2014 American Bankers Association, Washington, D.C. REPRINTING
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Energy Detectives
Time: 45 m
inutes P
ersonal Finance S
cience Environm
ent M
athematics
Lesso
n P
lans fo
r Gra
des 6
-8
Saving for a Sunny D
ayTim
e: 40 m
inutes
Personal Finance
Language Arts
PRESENTATION STEPSIntroduction
1. Say, Hello. My name is Mr./Ms./Mrs. _____. (Dont use your fi
rst name. Students are used to addressing adults in school as Mr.,
Ms., or Mrs.)
2. Say, im here today from (Bank Name) and were going to talk
about spending and saving money.
Activity1. Tell the students that you have an activity for them
to do in small groups. Tell them
to move their chairs together into groups of four to fi ve.
2. Say, i will provide a situation card to each group. Read it
together and decide on an answer as a group. Let them know that
they dont all need to agree on the choice, they can go with the
majority. Tell them that one person needs to be the recorder and
make note of the groups decision.
3. Distribute Card 1 from Choice Cards (C1) to each group. Allow
a few minutes for them to read and discuss their choice. As you
wander through the room, ask each group who their recorder is and
give that person a copy of Our groups Choices Student Activity
(C2). Remind the recorder to write down their groups choice. Be
sure the recorder notes on their worksheet how much money they
currently have.
4. Ask a few of the groups what they chose and how much money
they have at that point. (All will have $50.)
5. Repeat this process with Cards 2 - 6.
6. After the fi nal card, fi nd out how much money each group
now has and how many could afford to go on the trip.
7. Ask, Would you have made different choices if you had known
about the trip earlier in the process?
8. Say, People are often encouraged to save for a rainy day or
for an unexpected event that will cost them money. for example,
your video game system might break unexpectedly or you might wear
out your soccer cleats before the season is over and need new ones.
Some people call the money they set aside for the unexpected an
emergency fund.
9. Explain that it is always a good idea to set money aside for
such rainy days but you should also set money aside for sunny days,
those great opportunities that come up without much warning.
Closure1. Tell students youve enjoyed being with them and
talking about reasons to save
money. Tell them you hope they consider setting aside money for
both rainy and sunny days. Remind them it is easier to save money
when you cant access it easily. Encourage them to open a savings
account for their money instead of just keeping it tucked away
somewhere at home, or worse yet, carrying it with them every
day.
2. Thank the students and teacher for letting you visit their
class.
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C1Choice Cards | Grades 6-8
1It is the beginning of summer and you just celebrated your
birthday. You got $50 in cash as gifts.
Do you keep it at home OR put it in your bank account?
2The weekend is coming up.
Do you dog sit for your neighbors and earn $30 OR go with a
friend to the lake?
3It is a hot and sunny Saturday.
Do you pull weeds in your grandpas garden for $20 OR go to a
friends house to swim in his pool?
4It is a nice afternoon.
Do you ride bikes to the Little League fi eld to watch a gameOR
go to the movies with friends and spend $15 on a ticket and
snacks?
5Your favorite video game series just came out with a new
release.
You can buy it new for $50 ORwait a month and get a used
copy.
6A local club is sponsoring a trip to an amusement park. All
your friends are going. It costs $50 to reserve your spot.
Do you have the money to go OR do you have to tell you friends
you cant?
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C2Grades 6-8Our groups Choices Group Members
Choice Now we have$1
2
3
4
5
6
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C3Teacher Tool | Grades 6-8SAviNg fOR A SUNNY DAY
Lesson information
Overview In this lesson, students will work in groups to read
and discuss a series of teen choices. They will come to a group
consensus and record the financial outcome of each choice. In the
end, they will evaluate if they have enough money remaining to
participate in an unexpected outing.
Objectives Students will be able to:
Formulate a group choice when presented with a series of
dilemmas with a financial component. Critique the advantages and
disadvantages of a particular choice in a given situation.
Determine the benefits of saving money for unexpected problems and
opportunities.
vocabulary Choice, Emergency Fund, Saving
Suggested Extension Activities
1. Have students complete Rainy and Sunny Days Student Activity
(B4) individually or in groups.
2. Have students commit to their savings goal by pledging to
take certain steps to reach it.
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C4Grades 6-8Name
Rainy and Sunny Days
Directions: List at least three examples of each type of
expense. Remember that a rainy day expense is an unexpected
negative expense and a sunny day one is positive.
Rainy Day Expenses Sunny Day Expenses
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Teach Children to Save Word Search for 6-8
Find and circle the words and phrases in the puzzle above. As
you look for the hidden words, remember that they can be
horizontal, vertical, or diagonal frontward or backward!
Teach Children to Save Word Search for 6-8
T S I W G N I T T E S L A O G I
V S J A F A J I K P P I T U M Y
P R E Q U I L N B B X N U Z V W
Z I M R X Y R V E C H O I C E X
G H E N E I B E V H B I L O T A
A C R D P T L S W Y S T A B U L
W I G Q E Y N T E C X P P U L K
T S E R E T N I E L P M I S E L
Z E N O T Y F N D U G U C D K C
O L C I Z Z U G Y N Z S N A C I
B F Y F A W O H I H U N I J U B
S M F U Q L R V U C H O R Z C A
F E U N Y R A T D E X C P A B Z
I B N D E S P I Y B K H O M X T
A S D B N D E R T F O U Q U O W
G H I E A K W W J Y T Y T S O C
Find and circle the words and phrases in the puzzle above. As
you look for the hidden words, remember that they can be
horizontal, vertical, or diagonalfrontward or backward!
Choice Compound Interest Consumption Cost Emergency Fund
Goal Setting Investing Principal Saving Simple Interest
ChoiceCompound InterestConsumptionCostEmergency Fund
Goal SettingInvestingPrincipalSavingSimple Interest
Name
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Crossword Puzzle for Grades 6-8
ACross: 1. Opportunity to select 4. Actual amount of deposit or
investment 7. Direction and purpose towards future achievement (2
words) 10. Purchase or use of
DowN: 1. Type of interest 2. Purchase of security 3. Dough set
aside for the unexpected (2 words) 5. Saving earns 6. Interest on
principal only 8. Putting money by 9. of 72 10. Price
worD BANKChoice
CompoundConsumption
CostEmergency Fund
Goal settingInterestInvestingPrincipal
RuleRule of 72
SavingSimple
Simple Interest
Name
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Crossword Puzzle for Grades 6-8 SolutionACross 1. Choice 4.
Principal 7. Goal setting 10. Consumption DowN 1. Compound 2.
Investing 3. Emergency Fund 5. Interest (with 6 down) 6. Simple
(with 5 down) 8. Saving 9. Rule (_____of 72) 10. Cost
Puzzle Solutions
6-8 Puzzle Solution
T G N I T T E S L A O G
S I
E N N
M R V C H O I C E
E E E I L
R T S T A
G N T P P
T S E R E T N I E L P M I S
N N D G U C
C G N S N
Y
I U N I
F
V O R
U
A C P
N
S M
D O
T S O C
Teach Children to Save Word Search for 6-8
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Glossary for Grades 6-8Choice: The mental process of deciding
between multiple options and selecting one of them; the act of
choosing.
Compound interest: The method of interest computation in which
the rate of interest is applied to a deposit for a specific period
(1 day, 1 month, 1 quarter) and then in subsequent periods is
applied to the principal plus previously earned interest.
Consumption: The purchase or use of a product or service by a
consumer.
Cost: (1) An amount paid or required in payment for a purchase;
a price. (2) The expenditure of something, such as time or labor,
necessary for the attainment of a goal.
Emergency fund: An easily accessible stash of money set aside
for use only in sudden, urgent situations, such as the loss of a
job, a medical need, or major expense. The purpose of such a fund
is to improve financial security by creating a safety net to meet
expenses in a time of crisis.
goal Setting: The act of establishing an objective toward which
you will work and a plan to get there, such as saving for a special
future purchase.
investing: Purchasing a stock, bond, or other asset; the act of
committing money or capital in order to gain a financial
return.
Principal: The amount of money you are borrowing on a loan or
the original amount of money invested, not including interest.
Rule of 72: A math formula that determines the number of years
it will take to double your money at a given interest rate.
[Formula: 72 interest rate = number of years to double money.] For
example, if the rate of return on your savings is 4%, you divide 72
by 4 and get 18 (72 4 = 18). So, if you invest $2,000 at 4%, it
will take 18 years to grow to $4,000. The same amount of money
invested at a 12% rate of return will double in 6 years (72 12 =
6).
Saving: The act of holding onto something for future use;
keeping money to meet a future goal or need instead of spending it
now.
Simple interest: (1) On deposits, interest computed by applying
the stated percentage rate of interest to the principal only, and
not to previously earned interest. (2) On loans, interest computed
by applying a daily periodic interest rate to the amount of
principal outstanding each day.
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Correlation of Standards for Teach Children to Save Lesson
Plans
Standards are statements about what students should know and be
able to do, what they might be asked to do to give evidence of
learning, and how well they should be expected to know or do it.
Curriculum is the material used to prepare students to meet set
standards. The No Child Left Behind Act requires that all states
create state standards that teachers must follow within classroom
curriculum.
Because learning standards vary by state, a state-led initiative
was undertaken to provide a clear and consistent framework that
prepares children in this country for college and the workforce.
These Common Core standards have been accepted by the majority of
states, which means that after 2012 at least 85% of each states
standards will consist of Common Core standards.
Teachers must seek materials that aid them in covering these
standards within classroom instruction. For this reason, the
American Bankers Association ensures its Teach Children to Save
lessons align with national business and personal finance
educational standards and support existing requirements in a
variety of other subject areas including math, English language
arts, and social studies.
The following charts show how the American Bankers Associations
lessons are aligned with curriculum standards including:
National Standards in Personal Finance established by the
Jump$tart Coalition for Personal Financial Literacy. These reach
across content areas to establish a framework for teaching personal
finance concepts to students in K-12 classrooms.
National Standards for Business Education. Voluntary National
Content Standards in Economics. Common Core State Standards for
English, Language Arts and Mathematics Standards for Family and
Consumer Sciences Education. Life Skills Standards compiled by
Mid-continental Research for Education and Learning. Standards set
forth for school Mathematics. Standards for Social Studies, with an
Economics concentration.
Only the applicable standards addressed in Teach Children to
Save lessons are highlighted in the respective tables, but these
represent a considerable part of the overall objectives.
Just as the ins and outs of Reg Z would make a non-bankers head
spin, the following curriculum standards information may not mean
as much to bankers. However the information provided here will be
familiar to educators and administrators. We recommend you make a
copy of the standard chart or charts that correspond to the grade
groups you will be presenting to and pass this information along to
the educator with whom youre working.
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Correlation of Standards Grades 6-8
National Standards in Personal Finance established by the
Jump$tart Coalition for Personal Financial Literacy
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Financial Responsibility and Decision Making Standard 1: Take
responsibility for personal financial decisions. X Standard 4: Make
financial decisions by systematically considering alternatives and
consequences. X X X
Income and Careers Standard 2: Identify sources of personal
income.
Planning and Money Management Standard 1: Develop a plan for
spending and saving. X Standard 5: Consider charitable giving. X
Standard 6: Develop a personal financial plan X
Risk Management and Insurance Standard 1: Identify common types
of risks and basic risk management methods.
Saving and Investing Standard 1: Discuss how saving contributes
to financial well-being. X
Standard 2: Explain how investing builds wealth and helps meet
financial goals. X
Standard 3: Evaluate investment alternatives. X
National Standards for Business Education, a set of competencies
established by the National Business Education
Association (NBEA)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Computation I. Mathematical Foundations Achievement Standard:
Apply basic mathematical operations to solve problems. X X X
II. Number Relationships and Operations
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Correlation of Standards Grades 6-8 Achievement Standard: Solve
problems involving whole numbers, decimals, fractions, percents,
ratios, averages, and proportions.
X X
VI. Problem-Solving Applications Achievement Standard: Use
mathematical procedures to analyze and solve business problems.
X
Economics I. Allocation of Resources Achievement Standard:
Assess opportunity costs and trade-offs involved in making choices
about how to use scarce economic resources.
X X
Personal Finance I. Personal Decision Making
Achievement Standard: Use a rational decision-making process as
it applies to the roles of citizens, workers, and consumers. X
X
II. Earning and Reporting Income Achievement Standard: Identify
various forms of income and analyze factors that affect income as a
part of the career decision-making process.
III. Managing Finances and Budgeting Achievement Standard:
Develop and evaluate a spending/savings plan. X X
IV. Saving and Investing Achievement Standard: Evaluate savings
and investment options to meet short- and long-term goals. X X
X
VIII. Protecting Against Risk Achievement Standard: Analyze
choices available to consumers for protection against risk and
financial loss. X
Common Core Standards replacing curriculum standards set by the
National Council of Teachers of English (NCTE)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
ELA Writing Standards 6-12
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Correlation of Standards Grades 6-8 Text Types and Purposes 2.
Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection,
organization, and analysis of relevant content. a. Introduce a
topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and
cause/effect; include formatting, graphics, and multimedia when
useful to aiding comprehension. X Writing Standards 6-12 Text Types
and Purposes 2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content. a.
Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/ effect;
include formatting, graphics, and multimedia when useful to aiding
comprehension. X b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or other information and
examples. X Text Types and Purposes 2. Write
informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content. a. Introduce a topic clearly,
previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting, and
multimedia when useful to aiding comprehension. X b. Develop the
topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
X Math
Grade 6 Ratios and Proportional Relationships 6.RP Understand
ratio concepts and use ratio reasoning to solve problems.
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Correlation of Standards Grades 6-8 3 Use ratio and rate
reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double
number line diagrams, or equations.
b Solve unit rate problems including those involving unit
pricing and constant speed. X
The Number System 6.NS Compute fluently with multi-digit numbers
and find common factors and multiples.
3 Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation. X
Apply and extend previous understandings of numbers to the
system of rational numbers.
5 Understand that positive and negative numbers are used
together to describe quantities having opposite directions or
values (e.g., temperature above/below zero, elevation above/below
sea level, credits/debits, positive/negative electric charge); use
positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.
X
Grade 7 The Number System 7.NS Apply and extend previous
understandings of operations with fractions to add, subtract,
multiply, and divide rational numbers.
1 Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number line
diagram.
d Apply properties of operations as strategies to add and
subtract rational numbers. X
3 Solve real-world and mathematical problems involving the four
operations with rational numbers. X X
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Correlation of Standards Grades 6-8
Voluntary National Content Standards in Economics produced by
the Council for Economic Education (CEE), in partnership with the
National Association of Economic Educators (NAEE) and the
Foundation for Teaching Economics (FTE)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Standard 2: Marginal Cost/Benefit Effective decision making
requires comparing the additional costs of alternatives with the
additional benefits. Most choices involve doing a little more or a
little less of something: few choices are "all or nothing"
decisions.
X
Standard 10: Role of Economic Institutions Institutions evolve
in market economies to help individuals and groups accomplish their
goals. Banks, labor unions, corporations, legal systems, and
not-for-profit organizations are examples of important
institutions. A different kind of institution, clearly defined and
enforced property rights, is essential to a market economy.
X
Standard 11: Role of Money Money makes it easier to trade,
borrow, save, invest, and compare the value of goods and services.
X X X
Standard 12: Role of Interest Rates Interest rates, adjusted for
inflation, rise and fall to balance the amount saved with the
amount borrowed, which affects the allocation of scarce resources
between present and future uses.
X
American Association of Family and Consumer Sciences (AAFCS)s
Standards for Family and Consumer Sciences
Education (FACS)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
2.0 Consumer and Family Resources
Comprehensive Standard
Evaluate management practices related to the human, economic,
and environmental resources.
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Correlation of Standards Grades 6-8
2.1 Demonstrate management of individual and family resources
such as food, clothing, shelter, health care, recreation,
transportation, time, and human capital.
2.1.1 Apply management and planning skills and processes to
organize tasks and responsibilities.
2.1.2 Analyze how individuals and families make choices to
satisfy needs and wants.
2.1.5 Apply consumer skills to decisions about housing,
utilities, and furnishings. X
2.1.7 Apply consumer skills to decisions about recreation. X
2.2 Analyze the relationship of the environment to family and
consumer resources.
2.2.1 Analyze individual and family responsibility in relation
to the environmental trends and issues.
X
2.2.2 Summarize environmental trends and issues affecting
families and future generations. X
2.2.3 Demonstrate behaviors that conserve, reuse, and recycle
resources to maintain the environment.
X
2.5 Analyze relationships between the economic system and
consumer actions.
2.5.1 Analyze the use of resources in making choices that
satisfy needs and wants of individuals and families.
X X
2.5.4 Analyze practices that allow families to maintain economic
self-sufficiency. X
2.6 Demonstrate management of financial resources to meet the
goals of individuals and families across the life span.
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Correlation of Standards Grades 6-8
2.6.1 Evaluate the need for personal and family financial
planning. X
2.6.2 Apply management principles to individual and family
financial practices. X X
3.0 Consumer Services
Comprehensive Standard
Integrate knowledge, skills, and practices needed for a career
in consumer services
3.1 Analyze career paths within consumer service industries.
3.1.2 Analyze opportunities for employment and entrepreneurial
endeavors.
3.3 Analyze factors in developing a long-term financial
management plan
3.3.2
Demonstrate components of a financial planning process that
reflect the distinction between needs, wants, values, goals, and
economic resources.
X
3.3.4 Compare investment and savings alternatives. X
3.4 Analyze resource consumption for conservation and waste
management practices
3.4.1 Investigate sources and types of residential and
commercial energy, water policy and usage, waste disposal, and
pollution issues.
X
3.4.3 Explore strategies and practices to conserve energy and
reduce waste. X
3.4.5 Examine roles of government, industry, and family in
energy consumption. X
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Correlation of Standards Grades 6-8
Life Skills Standards compiled by Mid-continent Research for
Education and Learning
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Self-Regulation 1. Sets and manages goals
Level IV (Grades K-12) Sets explicit long-term goals and shorter
range subgoals X X Creates an action plan to achieve long-term
goals that includes strategic, practical steps and that accounts
for the resources needed to achieve these goals
X X
Identifies and monitors resources necessary to achieve a goal
Identifies and ranks relevant options in terms of accomplishing a
goal X
Prepares and follows a schedule for carrying out options,
including contingency plans in the event that the original goal
changes or is not met
Maintains an awareness of proximity of a goal by establishing
personal milestones
Evaluates decisions and actions to determine if they further or
hinder the attainment of goals X X
Makes a cumulative evaluation of a goal (e.g., determines how
well the goal has been accomplished) according to explicit
criteria
Sets routine goals for improving daily life X Understands
personal wants and needs, and how goal-setting can help one achieve
wants and needs
Displays a sense of personal direction and purpose Understands
the differences between various types of goals (e.g., goals to
improve output, problem-solving goals, innovative goals, personal
goals)
2. Performs self-appraisal Level IV (Grades K-12)
Identifies desired future accomplishments and preferred
lifestyle
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Correlation of Standards Grades 6-8 3. Considers risks
Level IV (Grades K-12) Weighs risks in making decisions and
solving problems X X 4. Demonstrates perseverance
Level IV (Grades K-12) Demonstrates perseverance relative to
personal goals 6. Applies decision-making techniques
Level III (Grades 6-8) Analyzes personal decisions in terms of
the options that were considered X X
Working With Others 1. Contributes to the overall effort of a
group
Level IV (Grades K-12) Works cooperatively within a group to
complete tasks, achieve goals, and solve problems X
Mathematics Standards set forth by the National Council of
Teachers of Mathematics (NCTM)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Grades 6-8 1 Number and Operations 1.2 Understand meanings of
operations and how they relate to one another
1.2.1 understand the meaning and effects of arithmetic
operations with fractions, decimals, and integers; X
1.3 Compute fluently and make reasonable estimates 1.3.1 select
appropriate methods and tools for computing with fractions and
decimals from among mental computation, estimation, calculators or
computers, and paper and pencil, depending on the situation, and
apply the selected methods;
X
9 Connections 9.3 recognize and apply mathematics in contexts
outside of mathematics. X X X
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Correlation of Standards Grades 6-8
Standards for Social Studies developed by the National Council
for the Social Studies (NCSS)
Lesson A: Energy Detectives
Lesson B: Double Or Nothing
Lesson C: Saving for a Sunny Day
Grades 6-8 IV Social studies programs should include experiences
that provide for the study of individual development and identity,
so that the learner can:
IV.h work independently and cooperatively to accomplish goals.
X