Lesson

#1 Lesson Title: Introduction to Independent Living

Unit: Independent Living Duration: 90min R2. Compare needs, wants and consequences, with consideration of self, others and society. Explain how to make thoughtful choices and decisions, using financial plans as tools. R6. Develop strategies to be informed consumers. Explain the power and importance of sustainable development. Describe the influences on personal consumer choices. Students will: - Differentiate between needs and wants. - Distinguish things that are important to them in their lives. - Determine their desired lifestyle in the future. - Discuss strategies for being making informed consumer choices.

Curriculum

Learning Objectives:

Needs and Wants worksheet Guided notes Materials to Notebook file Prepare: Projector Lifestyle checklist worksheet Index cards for exit slip Unit Introduction (10 min) - Walk students through the purpose of this unit. Introduction - Play the video clip from modern family. - Discuss with the students their needs in order to have a successful independent lifestyle.

Body

What Lifestyle Do You Want? (20min) - Hand out the lifestyle checklist worksheet. - Discuss with the students the importance of having a goal lifestyle to work towards and the implications of their choice in lifestyle on their life now and in the future. - Give the students 10 min to complete their lifestyle checklist. - Discuss their choices in each life factor. Needs and Wants (20 min) - Hand out the guided notes. - Walk students through the slides in the notebook file. - Discuss the difference between needs and wants with the students. Tell the students that needs and wants are sometimes dependent on circumstance.

- Handout the Needs and Wants worksheet. - Give the students 10 min to complete the worksheet. Our Role as Consumers and the Power to Choose (20min) - Ask a student to define the word priorities. - Discuss with the students the need to choose how we spend our money based on our priorities.

Closure

Assessment

Exit Slip Activity (10min) - give each student three index cards, one red, one blue, one yellow, and one white. - Bring up the exit slip slide on the projector. - Ask the students to answer the questions on the slide on the corresponding index card so that colors match. - Have the students hand-in each of their completed assignment pages in the collection folder. - Close down the projector and computer. - Say: Tomorrow we will start by looking at paychecks and bank accounts. Summative Assessment: - Needs and Wants Worksheet - Lifestyle Checklist - Think about it questions Formative Assessments: - Class Discussion - Guided Notes Provide time for students who are still missing previous assignments to get caught up at the end of the lesson. You could use video clips from popular movies and have the students pick out needs and wants as depicted in the film clips.

Modification Extension Reflection:

Lesson #2 Lesson Title: Pay-Checks and Bank Accounts

Unit: Independent Living Duration: 90min R1: identify personal resources, and explain how they could be of value to themselves and others. Examine the fundamentals of getting and using money --- basic information on getting an income, deductions, paying taxes, using money for various expenses. R7: evaluate the services and costs of various types of financial institutions Identify types of financial institutions Describe types of accounts and their uses Develop basic banking skills, including electronic fund transfers (EFT) such as automated teller machines (A TMs), online banking, telephone banking Examine the use of debit cards and their benefits and limitations Analyze the use of other check cashing services and their benefits and limitations Students will: - Demonstrate ability to understand and read a paycheck stub. - Compare financial institutions based on services, accessibility, and ease of use. - Discuss the importance of choosing a bank account. Website page Web quest Computer Lab Projector Bank Accounts Web Quest worksheet

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

Website Introduction (15min) - Walk students through the website - Show them how to access it and walk them through the pages for each lesson. - Check for understanding using thumbs up/ thumbs down

Body

Content Overview (15 min) - Go over the information on the website with the students - Highlight the available resources - Outline the assignments and walk the students through the instructions. - Check for understanding: ask the students to repeat the

instructions back to you. Transition to the Computer Lab (5min) - Ask each student to write down the class website URL - Move to the computer lab and assist students in getting logged in an to the website. Work Time (55 min) - Give the students the remainder of the class to complete the two assignments for the day. - Make sure to circulate the room and assist students who need help.

Closure

- Make sure that all students have submitted their assignments successfully and dismiss them individually. Summative Assessment - Web Quest Worksheet - Pay Check Google Form Formative Assessment - Thumbs up and thumbs down - Repeating instructions back - Observation during work time Some of the students with absences need to get caught up on either the HCS 3000 unit exam or yesterdays assignments. Allow students to work from their own starting point during the work time. Some of the students will be ready to move on. If they finish early have them do further research into the bank of their choice. Ask them to look into the mobile phone application for the bank of their choice.

Assessment

Modification

Extension Reflection:

Lesson #3 Lesson Title: Renting

Unit: Independent Living Duration: 90min R5: determine the varied implications and challenges of independent/interdependent living Assess strategies for finding a place to live Develop strategies for finding a suitable roommate and living with a roommate Describe the rights and responsibilities of a tenant Examine the obligations of living independently Discuss the consequences of moving back home Students will: - Locate resources on the internet or other to find a - Use resources to find potential rental properties in Lethbridge or another preferred community. - Determine qualities that are desirable in a potential rental property. Classroom Website Renting Web Quest worksheet Introduction Worksheet Expense Calculator Spreadsheet

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

Expense Calculator Activity (15 min) - With the students estimate expenses for moving out. - Use the expenses calculator spreadsheet to calculate total moving expenses. - Repeat the discussion and estimation process to calculate continuing monthly expenses.

Body

Content Overview (15 min) - Hand out the introduction worksheet. - Give the students a moment to look over the worksheet and highlight the task they are going to complete. Allow them time to get pencils so that they can fill the worksheet out. - Play the 10 Things You Need to Know Before You Rent video that is posted on the class website. Encourage the students to fill out task #1 in their worksheet as they are listening. - Give the students 5 more minutes to complete task #2 on the worksheet. Collect the worksheets. Finding Rental Properties Web Quest (40 min) - Handout the Renting Web Quest Worksheet - Walk the students through todays web quest assignment on

- - - - Closure - -

the website. Demonstrate how to look up properties on one or two of the search engines. Check for understanding: thumbs up/ thumbs down Transition to the computer lab. Assist students in bringing up the class website.

Collect student worksheets and record submissions. Invite the students to attend class the following day and thank them for their hard work.

Assessment

Summative Assessment - Introduction worksheet - Renting Web Quest Formative Assessment - Class Discussion - Thumbs up/ thumbs down - Observation during work time Some of the students are not ready to move on. If they havent completed previous assignments allow them to work on those assignments during the web quest work time. If students are ready to move on before the end of the class period, give them certain property criteria and have them use a search engine of their choice to find a property with the designated characteristics.

Modification

Extension Reflection:

Lesson #4 Lesson Title: Landlord and Tenant Act

Unit: Independent Living Duration: 135min (90min block + 45min block) R5: determine the varied implications and challenges of independent/interdependent living Assess strategies for finding a place to live Develop strategies for finding a suitable roommate and living Curriculum with a roommate Describe the rights and responsibilities of a tenant Examine the obligations of living independently Discuss the consequences of moving back home Students will: - Understand the content included in the Residential Tenancies Learning Act for Alberta Objectives: - Discuss their rights and responsibilities as a tenant. - Discuss the responsibilities of landlords. Google Form Assignment Website Materials to Projector Prepare: Computer Lab Lease Agreement Handout Email Assignment Overview of Landlord and Tenant Act (15 min) - Bring the Act up on the projector. With the students look at each of the sections included. - Go through some of the common questions about the act. - Ask the students if they have any questions about things that are included and try to resolve their concerns. Dispute Video and Discussion (15 min) - Play the video posted on the class website. - Discuss with the student how the issue should have been resolved. - Highlight the responsibilities of the tenant and the landlord. Work Time (40 min) - Walk students through the process of completing todays Google form. - Transition to the library - Give the students the remainder of the period to complete the assignment. Lease Agreements Lease Concerns Email (15 min) - Give each student a copy of the lease.

Introduction

Body

Walk through the contents and requirements of a lease. Have the students go through the lease with a highlighter and mark all the areas where they see items of concern. - Class discussion: Once the students have gone through their individual lease discuss their concerns. Work Time (20 min) - Give the students the Email assignment. - Ask them to write an email to the landlord outlining their concerns that they would like to resolve before signing the lease. - Give the students the remainder of the class to complete the assignment. - - Closure - - Check that Google forms have been submitted successfully. Collect any missing HCS assignments from students.

Assessment

Modification

Extension Reflection:

Summative Assessment - Google Form: Tenant Information - Lease assignment - Email Assignment Formative Assessment - Illegal suite worksheet - Class Discussion - Observation during work time Some of the students still need to complete their work in HCS. During the work time get them caught up on those assignments. - This lesson is meant to span over one and a half classes (Thursday and Friday). If students move through their work quickly they can either move onto tomorrows assignments or get caught up on other missing assignments.

Lesson #5 Lesson Title: Buying a Used Car

Unit: Independent Living Curriculum Duration: 90min R2: compare needs, wants and consequences, with consideration of self, others and society. Explain how to make thoughtful choices and decisions, using financial plans as tools. Students will: - Understand the process of purchasing a used car. - Locate used cars available for purchase that meet their needs. - Determine the most important factors to look at when deciding to purchase a car. - Web Quest Worksheet - Google Form Assignment - Class Website Page - Projector - Computer Lab

Learning Objectives:

Materials to Prepare:

Introduction

Body

In the Drivers Seat Video (15min) - Give each student an index card. While the video plays, ask the students to make a list of things they need to look for when purchasing a used car. - Once the film is over ask each student to volunteer a couple things from their list. - Discuss with the students some of the realities of buying a used vehicle. What to Look for in a Used Car (20min) - Walk the students through the website page and introduce them to some of the resources available. - Highlight Key Ideas. Assignment Overview (10 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day. - Show them the Google form. Tell them to use the information above to answer the questions. - Handout the Web Quest Assignment and give them. - Point out that the search engines at the bottom of the page can be used to complete the assignment. - Transition to the computer lab. Work Time (40 min) - Give the students the remainder of the class to complete their assignments.

Closure

-Check to see if the students Google Form submissions were accepted. - Collect Web Quest worksheets. Summative Assessment - Web Quest - Google Form Formative Assessment - Class Discussion - Observation during work time - Many of the students have not completed the Email assignment from last class. Once they have completed their assignments for today, allow them to get caught up on the Email assignment.

Assessment

Modification

Extension Reflection:

If the students are all caught up and have completed their assignment have them use the AMA insurance quote link on the class website to get an insurance quote for the vehicle they chose on their Web Quest assignment.

Lesson #6 Lesson Title: Insurance and Registration

Unit: Independent Living Duration: 90min R2: compare needs, wants and consequences, with consideration of self, others and society. Explain how to make thoughtful choices and decisions, using financial plans as tools. R10: Identify and analyze a variety of types of insurance. Identify insurable risk factors. Analyze consumer strategies for obtaining appropriate insurance; e.g., automobile, tenant, health, travel, home/ condominium, disability, life. Examine issues of insurance fraud. Students will: - Understand the process of getting their new car registered. - Discuss how insurance works. - Determine the requirements for gaining car registration. - - - - Glogster Assignment Class Website Page Projector Computer Lab

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

How Insurance Works Activity (20 min) - Give each student a bundle of money and a persona. - Walk students through the process of insurance by giving scenarios where they have to pay into their insurance and where they benefit from it. - Discuss with the students some of the realities of purchasing insurance. Reiterate the importance of shopping around for insurance.

Body

Website Walk Through (10 min) - Walk students through the registration and insurance portion of the website. - Show them some of the resources available to them by taking them to some of the websites. Help them understand that they can access these in the future when they are following through on their used car purchase. Assignment Overview (10 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day. - Point out that the search engines at the bottom of the page can

be used to complete the assignment. - Transition to the computer lab. Work Time (40 min) - Give the students the remainder of the class to complete their assignments. - If they finish early, have the work on other assignments they are missing. Closure - - Check to make sure each Glogster was submitted correctly. Collect assignments that the students are getting caught up on.

Assessment

Summative Assessment - Glogster Assignment Formative Assessment - Class Discussion - Observation during work time - Many of the students have not completed the Email assignment from last class. Once they have completed their assignments for today, allow them to get caught up on the Email assignment.

Modification

Extension Reflection:

Once they have completed their assignment, have them look for three possible insurance quotes and compare the prices.

Lesson #7 Lesson Title: Loans and Credit

Unit: Independent Living Duration: 90min R.8: evaluate the advantages and disadvantages of credit Describe the need for credit, forms of credit and the procedures for obtaining credit. Generate strategies for using credit wisely. Examine the cost of using credit, the dangers of overextended buying and the impact of credit ratings. Students will: - Understand the requirements of different types of loans. - Demonstrate how interest is calculated. - - - - - City assignment Basic Facts Worksheet Class Website Page Projector Computer Lab

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

Intro to Content (20 min) - Walk through the information on the website. - Discuss the information with the students. Check for their understanding.

Body

Website Walk Through (10 min) - Walk students through the registration and insurance portion of the website. - Show them some of the resources available to them by taking them to some of the websites. Help them understand that they can access these in the future when they are following through on their used car purchase. Assignment Overview (10 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day. Work Time (60 min) - Give the students the remainder of the class to complete their assignments. - If they finish early, have the work on other assignments they are missing. - Collect assignments that the students are getting caught up on.

Closure

Assessment

Summative Assessment - Basic Facts Worksheet - City Assignments Formative Assessment - Class Discussion - Observation during work time - - Allow students to complete other assignments that they have missed. If students are finished all their assignments let them leave early.

Modification Extension Reflection:

Lesson #8 Lesson Title: Credit Cards

Unit: Independent Living Duration: 90min R.8: evaluate the advantages and disadvantages of credit Describe the need for credit, forms of credit and the procedures for obtaining credit. Generate strategies for using credit wisely. Examine the cost of using credit, the dangers of overextended buying and the impact of credit ratings. Students will: - Decide on a credit card that meets their needs. - Understand how credit cards work. - Interpret a credit car statement. - - - - Credit Card Web Quest Class Website Page Projector Computer Lab

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

Intro to Content (20 min) - Walk through the information on the website. - Discuss the information with the students. Check for their understanding.

Body

Website Walk Through (10 min) - Walk students through the credit card page - Show them some of the resources available to them by taking them to some of the websites. Help them understand that they can access these in the future when they are signing up for their own credit cards. Assignment Overview (5 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day. Work Time (60 min) - Give the students the remainder of the class to complete their assignments. - If they finish early, have the work on other assignments they are missing. - Collect assignments that the students are getting caught up on.

Closure

Assessment

Summative Assessment - Credit Web Quest Formative Assessment - Class Discussion - Observation during work time - - Allow students to complete other assignments that they have missed. If students are finished all their assignments let them leave early.

Modification Extension Reflection:

Lesson #9 Lesson Title: Saving Money

Unit: Independent Living Duration: 45min R3: Examine sources of lifestyle aspirations, and relate these to personal resources describe how personal values, goals and lifestyle choices must be integrated into a financial plan define and assess the components of a personal resource plan define and assess the components and characteristics of a financial plan explain why plans must be flexible to adapt to changes examine how to change plans as goals and/or lifestyles change and in response to new information analyze how personal goals and priorities, personal needs and wants, and cultural influences affect the use of all of ones personal resources R4: Demonstrate knowledge of and a commitment to achieving personal financial goals identify the benefits of proactive personal financial planning develop the skills for calculating net worth and other indicators of the status of personal resources explain the importance of flexibility generate a list of strategies for persisting in meeting financial and personal goals Students will: - Discuss strategies to save money. - Understand how to make money work for them - Set personal goals - - - - Saving Money Worksheet Class Website Page Projector Computer Lab

Curriculum

Learning Objectives:

Materials to Prepare:

Introduction

Intro to Content (5 min) - Walk through the information on the website. - Discuss the information with the students. Check for their understanding.

Body

Assignment Overview (5 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day.

Work Time (35 min) - Give the students the remainder of the class to complete their assignments. - If they finish early, have the work on other assignments they are missing.

Closure

Collect assignments that the students are working on

Assessment

Summative Assessment - Saving money worksheet Formative Assessment - Class Discussion - Observation during work time - - Allow students to complete other assignments that they have missed. If students are finished all their assignments let them leave early.

Modification Extension Reflection:

Lesson #10 Lesson Title: Budgeting

Unit: Independent Living Duration: 45min R3: Examine sources of lifestyle aspirations, and relate these to personal resources describe how personal values, goals and lifestyle choices must be integrated into a financial plan define and assess the components of a personal resource plan define and assess the components and characteristics of a financial plan explain why plans must be flexible to adapt to changes examine how to change plans as goals and/or lifestyles change and in response to new information analyze how personal goals and priorities, personal needs and wants, and cultural influences affect the use of all of ones personal resources R4: Demonstrate knowledge of and a commitment to achieving personal financial goals identify the benefits of proactive personal financial planning develop the skills for calculating net worth and other indicators of the status of personal resources explain the importance of flexibility generate a list of strategies for persisting in meeting financial and personal goals R5: Determine the varied implications and challenges of the independent/interdependent living. develop a personal budget Students will: - Understand the basic parts of a budget - Create their own personal budget - Discuss the purpose of a budget - - - -

Curriculum

Learning Objectives:

Materials to Prepare:

Budget worksheet Class Website Page Projector Computer Lab

Introduction

Intro to Content (20 min) - Walk through the information on the website. - Discuss the information with the students. Check for their understanding.

- -

Introduce the students to the lifestyle handout. Tell them they will use the information on this handout to complete a budget for the assignment.

Body

Assignment Overview (5 min) - Once the students understand some of the resources available to them, introduce them to the assignment for the day. - Handout the assignment and lifestyle page. - Transition to the computer lab. Work Time (60 min) - Give the students the remainder of the class to complete their assignments. - If they finish early, have the work on other assignments they are missing. - Collect assignments that the students are working on.

Closure

Assessment

Summative Assessment - Credit Web Quest Formative Assessment - Class Discussion - Observation during work time Allow students to complete other assignments that they have missed. - If students are finished all their assignments let them leave early.

Modification Extension

Reflection: