Stage 1: Desired Results

UBD Template

Topic/Theme: Managing a Budget (Personal Finance Unit)

Time frame: Two - Three Weeks
Class/Grade Level: Economics / 10th Grade
Established Goals: (Including state standards)
Make large purchases and maintain a standard of living under a specified monetary budget
o Understand the function of common financial instruments. (Iowa Core)
o Understand the role of scarcity and economic trade-offs and how economic conditions impact peoples lives. (Iowa
Core)
Essential Questions:
1) What is the purpose of money?
2) What qualifies as a large purchase?
3) Why are large purchases necessary?
4) What is the role of a budget?
5) If my budget changes, how does it affect me?
6) What is a good standard of living? Is it the same for everyone?
7) What happens when I need to buy something unexpectedly?
8) What happens if I get fired?

Understandings: Students will understand that

1) How to manage a personal budget.
2) One needs to plan for unexpected, necessary purchases.
3) Credit card companies are out to make money, and personal debt is bad if it is not well managed, but some debt can be good.
4) Unemployment is a complex state that has advantages and disadvantages for the economy and the individual.
5) How to make money work for them.

Knowledge: Students will know

1) The average prices of different types of homes, cars, and other large price items.
2) The average cost of living in Des Moines, Iowa compared to that of another city in a different state or country.
3) How to manage debt in a way that will benefit their economic standing.
4) How much in taxes they pay and where it goes to in the government.
5) How to plan for large purchases, college, and retirement.
6) The importance of emergency funds.
7) What benefits to look for when obtaining a job.
8) The various types and costs of insurance- which types are necessary and which are not.
9) How to prioritize purchases.
10) Some unemployment is good for the economy as a whole.
11) There are a variety of benefits and drawbacks to unemployment and the possibility of it for the individual consumer needs to
be planned for in advance.
12) How investments work.
13) Differences between types of investment options.
14) Key words: credit, debit, debt, investment, emergency, unemployment, short-term, long-term, poverty
Skills: Students will be able to
1) Manage their own budget and a makeshift.
2) Make decisions about purchasing large priced items and everyday purchases.
3) Adapt a budget for unexpected necessary purchases.
4) Manage debt in a way that does not hurt them financially.
5) Research various types of insurance, housing, and transportation situations.
6) Compare and contrast the benefits and disadvantages for various living situations.
7) Decide between different monetary investment options.
8) Research a variety of credit companies and choose the best one for the situation.

Stage 2: Assessment Evidence

UBD Template

Topic/Theme: Managing a Budget

Time frame: Two - Three Weeks
Class/Grade Level: Economics / 10th Grade
Performance Tasks/Formal Assessment:
Task / Assessment

U (or K or S)

1) Bell Questions

U: 1-5

2) Homework: Students will track spending for 7 straight days

U: 1, 2
K: 2
S: 1
U: 1, 2, 4
K: 2
S: 1
U: 1, 2, 4
K: 1, 2, 3, 6, 9,
14
S: 1-4
U: 4
K: 1, 2, 4, 7
S: 1
U: 3, 4
K: 3, 6-11, 14
S: 1-4, 6, 8
U: 1-5

3) Students will create a budget based on tracked spending and other monthly income/expenses
4) Part 1: Students will work as a group to figure out a budget for a typical American family
Part 2: Accommodate for a financial issue
5) Homework: Look up a salary for chosen job and estimate yearly tax payments
6) Quiz: over managing credit and unemployment
7) Exit ticket: question for guest speaker
8) Worksheet: covering insurance lecture
9) Students will compose a portfolio of their future finances and large purchases
Containing: career, year-long budget, housing, transportation, insurance, financial bump, and investments

U: 1
K: 7, 8, 14
S: 1, 5
U: 1-5
K: 1-9, 11-14

S: 1-8
10) Unit exam
11) Extra Credit: Online Stock Market game
12) Partner Quiz: Investments (based on lecture)
13) Exit Slip: answer: What does it mean to live in poverty?
14) Worksheet: credit cards, debt safety ratio, and loan repayments

U: 1-5
K: 1-14
S: 1-4, 6, 7
U: 1, 5
K: 12, 13,14
S: 1, 7
U: 5
K: 12, 13, 14
S: 1, 7
K: 14
U: 3
K: 3, 14
S: 4, 8

Other Evidence/Informal Assessment:

Task / Assessment

1) T/P/S: Money goals

2) Small group: Researching and comparing credit card companies
3) Homework: reading credit section from book
4) T/P/S: look at profiles of homeless individuals and discussing other options and what they would do
5) Class participation: in class discussions, group and individual work, answering questions during lectures

U (or K or S)

U: 1-4
K: 5, 9, 14
S: 2
U: 3
K: 3, 9, 14
S: 8
U: 3
K: 3, 9, 14
U: 2, 4
K: 3, 6-11, 14
S: 1, 2, 5, 6
U: 1-5
K: 1-14
S: 1-8

Stage 3: Learning Plan & Unit Calendar

Week 1

Monday
Bell Question:
What is
purpose of
money?

Ali
gn

EQ
:1

Unit Intro: What

is the purpose
of money?

EQ
:1

Class
discussion:
What do we use
money for?

EQ
: 1,
K:
14

Tuesday
Bell Question:
Prioritizing

Individual work:
brainstorm
possible future
purchases
(short-term and
long-term)
Individual work:
look at
spending from
last week and
create budget
based on that
and other
monthly
purchases

Alig
n

EQ:
2, 3

U: 1
K:
5, 9,
14

U:
1, 2,
4
K: 2
S: 1

UBD Template

Ali
gn

Thursday

Ali
gn

Friday

Alig
n

Bell Question:
Ideal Job

K:
7

Bell Question:
Where do you
want to live in
10 years?

EQ
: 3,
6

Bell Question:
How do you
want to get
around town in
10 years?

EQ
: 3,
6

Introduce Unit
Project Portfolio

U:
1-5
K:
19,
1114
S:
1-8

U:
1
K:
1,
2
S:
1,
5

Compile class
list of future
cars/vans/bikes/
etc.

K:
1,
5,
9
S:
5

Wednesday

Smaller group
discussion
based on Bell
Question:
discuss how to
get the job
they want.

K:
7

Compile class
list of future
residences.
Whole class
discussion of
what it means
to buy a home
and how much
it costs in
various areas.
Lecture:
Buying/renting
a home,
apartment, and
other living
situations

U:
1,
2
K:
1,
2,
4,
6,
8,
9
S:
2,
5,
6

Lecture:
Buying/renting
cars and other
transportation
options

U:
1
K:
1,
2,
5,
8,
9
S:
1,
2,
5

Week 2

T/P/S: What
money goals do
you have?

U:
1-4
K:
5,
9,
14
S:
2

Small group
work: figure out
a given family's
budget

U:
1, 2,
4
K:
1, 2,
3, 6,
9,
14
S:
1-4

Lecture: Taxeswhere does our

money really
go?

U:
1
K:
4,
7

homework: look
up a salary for
their chosen
job and
estimate yearly
taxes

U:
4
K:
1,
2,
4,
7
S:
1

Lecure: Money
and Goals

K:
5,
9,
14

Monday

Ali
gn

Tuesday

Alig
n

Wednesday

Ali
gn

Thursday

Ali
gn

Friday

Alig
n

Bell Question:
How do you use
money?

EQ
:1

Bell Question:
When have you
needed a backup plan?

EQ:
5, 6,
7

Bell Question:
Wish list

EQ
:4

Bell Question:
Ideal
College/Other
plans

EQ
:2

Bell Question

U:
1-5

Lecture:
Managing
Credit

U:
1-3
K:
3,
9

Class
discussion: bell
question

EQ
:2

Guest Speaker

U:
1-5

Small group
work: each
person
researches a
single credit
card company;
then they

U:
3
K:
3,
9,
14
S:8

Class
discussion:
What is poverty
T/P/S: homeless
profiles

EQ:
6

Individual work:
Bell questionaffordable?

U:
2, 4
K:
3, 611,
14
S:

Large group
discussion: Bell
Question and
homework
assignment
(adapting to
change in

U:
1,
K:
5,
9
S:
2
U:
1
K:
5,
9
S:
2,

Individual
research:
looking at
various options
for after
graduation life

K:
5
S:
2

Q&A w/ speaker

U:
1-5

compare as a
group

Lecture cont.:
Managing
Credit

homework:
reading from
the book

Monday

1, 2,
5, 6

U:
1-3
K:
3,
9

Lecture:
Standards of
Living:
government vs.
the people

U: 4
K:
1, 2,
6, 811,
14
S:
3, 6

U:
3
K:
3,
9,
14

Small group
work: (same
groups as week
prior) groups
given an issue
of some sort
they need to
accommodate
for in budget

U:
1, 2,
4
K:
1, 2,
3, 6,
9,
14
S:
1-4

Exit slip: what

does poverty
mean?

K:
14

Tuesday

Alig
n

Ali
gn

personal
budget)

Lecture:
Staying out of
debt

Quiz: managing
credit and
unemployment

Wednesday

EQ
: 1,
8
U:
1,
2
K:
3,
6,
14
S:
4
U:
3,
4
K:
3,
611,
14
S:
14,
6,
8

Ali
gn

Group
discussion:
ways to pay for
education

K:
5
S:
2

Individual
research: list of
5 ways they
can pay for
college

K:
5
S:
2

Exit Ticket:
Question for
guest speaker

U:
1-5

Thursday

Ali
gn

Individual work:
time to work on
unit project

U:
1-5

Friday

Alig
n

Bell Question:
Insurance

Week 3

Lecture:
Insurance

Individual work:
insurance
worksheet

EQ
:3
U:
2
K:
1,
2,
8
S:
3,
5
U:
1
K:
7,
8,
14
S:
1,
5

Bell Question:
stocks vs.
bonds

EQ:
1

Bell Question:
Review
Questions

U:
1-5

Turn in unit
project

U:
1-5

Lecture:
Investing

U: 1
K:
4,
1214
S: 7

Individual work:
time to work on
unit project or
study for final
exam

U:
1-5

Unit Exam

U:
1-5

Partner Quiz:
Investing

U: 5
K:
12,
13,
14
S:
1, 7

Class
discussion:
review for unit
exam

U:
1-5

Individual work:
time to work on
unit project

U:
1-5

Extra Credit
overview

U:
1, 5
K:
12,
13,1
4
S:
1, 7

UNIT PROJECT INFORMATION:

Students will create a portfolio containing personal finance components of a possible career they will have
in the future (roughly 10 years from present day). Components will include the following:
A career- including a reasonable salary with a calculation of estimated yearly taxes owed to the
government
A balanced budget of one years income and expenses, putting the student in a good financial
position
A place of residence- including a print-out of a realty listing and a plan of how to pay for it
A means of transportation- including payment methods if necessary.
An accommodation of a financial bump (given by teacher half-way through the unit). Including a
revised budget, if necessary.
An investment plan
Rubric for Activity:
Mechanics:
grammar and
punctuation
(15%)
Content
(30%)
Professionalism
(15%)

A
Less than one
error per page
throughout
portfolio.

B
Average of 1-2
errors per
page
throughout
portfolio.
All requested
One
components
component is
are submitted. missing.
Portfolio
Portfolio
submitted is
submitted is
presented neat presented
and
nicely, has
professional.
room for
professional
improvement.

C
Average of 3-4
errors per page
throughout
portfolio.

D
More than 5 errors
on any one page
in portfolio.

F
More than 7 errors
on any one page
in portfolio.

Two-three
components are
missing.
Portfolio
submitted has
much room for
improvement of
professional
presentation.

Four components
are missing.

Five-six
components are
missing.
Portfolio submitted
completely
unprofessionally,
clearly a draft.

Portfolio
submitted
completely
unprofessionally,
clearly a draft.

Data
(40%)

Components
presented are
reasonable.
Budget is
balanced.

Components
are fairly
reasonable.
Budget is
balanced.

Components are
somewhat
questionable.
Budget is not
balanced.

Components are
quite
questionable.
Budget may or
may not be
balanced.

Components are
completely
unreasonable.
Budget is not
balanced.

Instructional Items:
Students will be provided with a check list of the items they need to complete.
Reminders will be periodically given throughout the unit and become more frequent closer to the due date.
When each section of the portfolio is covered during class I will connect the course content back to the
portfolio. Students will be given opportunities and encouraged to ask questions.

Sample Lesson Plans for the Unit:

Lesson #1
Lesson Summary
Managing Credit
Students will learn about the advantages and disadvantages of credit (cards). Different types of credit, credit lines, and
credit cards. They will also learn how to effectively manage credit in a way that will benefit them as a consumer. They will
learn through a presentation and be given time to practice. We will discuss what credit means to them, ways they use
money, and ways to smartly use money. They will also have an opportunity to look at specific credit card companies and
what each of them has to offer.
Lesson Objective(s)
9) Students will be able to distinguish the differences between good and bad credit and be able to apply it to their unit
project.

Materials/Resources required
PowerPoint lecture and notes for me
Worksheet for practice problems with answers
Worksheet for comparing credit card companies

Desired Results
Established Goals: (Including state standards)
Understand the function of common financial instruments. (Iowa Core)

Essential Questions:
1) What qualifies as a large purchase?
2) Why are large purchases necessary?
3) What happens when I need to buy something unexpectedly?
Understandings: Students will understand that
6) How to manage a personal budget.
7) One needs to plan for unexpected, necessary purchases.
8) Credit card companies are out to make money, and personal debt is bad if it is not well managed, but some debt can be good.
Knowledge: Students will know
15) How to manage debt in a way that will benefit their economic standing.
16)How to plan for large purchases, college, and retirement.
17)How to prioritize purchases
Skills: Students will be able to
9) Make decisions about purchasing large priced items and everyday purchases.
10) Adapt their budget for unexpected necessary purchases.
11) Manage debt in a way that does not hurt them financially.

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

15) Worksheet: credit cards, debt safety ratio, and loan repayments
16) Students will compose a portfolio of their future finances and large purchases
Containing: career, year-long budget, housing, transportation, insurance, financial bump, and investments
17) Unit exam

UP Connects

U: 3
K: 3, 14
S: 4, 8
U: 1-5
K: 1-9, 11-14
S: 1-8
U: 1-5
K: 1-14
S: 1-4, 6, 7

Other Evidence/Informal/Formative Assessment:

Task / Assessment

6) Small group: Researching and comparing credit card companies

7) Homework: reading credit section from book
8) Class participation: in class discussions, group and individual work, answering questions during lectures

UP Connects

U: 3
K: 3, 9, 14
S: 8
U: 3
K: 3, 9, 14
U: 1-5
K: 1-14
S: 1-8

Detailed Steps/Procedures
Learning action

INTRO: Today we are working on developing a budget. You will be researching your salaries and figuring
out where you want to live.
1) Attendance/Bell Question: How do you use money?
2) Discussion: What does credit mean to you?
What is the purpose of using credit?
What are some good and bad ways of using credit cards?
3) Lecture: Managing credit in a positive way
4) Practice problems: debt safety ratio/monthly payments and go over answers.
5) Small Group work:
Have students get into groups of 3-4
One person in each group will research one of the following credit card companies: Visa, Discover,
Mastercard, American Express
When done researching, members will compare and contrast pros/cons of each company
6) Closing class time procedures: announcements, homework/project reminders, time to get ready to
go to next class

Time (mins)

3 minutes
5 minutes
10-15
minutes
8-12
minutes
10-15
minutes
2 minutes

Lesson #2
Lesson Summary
Poverty and Unemployment
Students will be learning about poverty and what that means to the government and to the individual. At the start of class,
I will gauge what they consider to be poverty and living in it before the lesson, and then at the end of class after they have
learned, they will turn in an exit ticket to see how their definitions have developed. We will discuss what poverty means
before the lecture and the lecture will clarify the differences between what the government thinks is living in poverty
versus what it is like to live just above the poverty line. Students will have an opportunity to look at various profiles of
different poverty situations and compare and contrast them. They will also have a chance to accommodate for a financial
issue in the budgets they balanced last week.
Lesson Objective(s)
1) Students will be able to identify what poverty is in regards to the government and to the people.
10)Students will be able to make choices and prioritize in regards to their budgets, while keeping it balanced.
Materials/Resources required
PowerPoint Lecture and notes for me
Profiles of homeless people
Worksheets from previous week with financial issue

Desired Results
Established Goals: (Including state standards)
Understand the role of scarcity and economic trade-offs and how economic conditions impact peoples lives. (Iowa Core)

Essential Questions:
1) What is the purpose of money?
2) What is the role of a budget?
3) If my budget changes, how does it affect me?
4) What is a good standard of living? Is it the same for everyone?
5) What happens if I get fired?
Understandings: Students will understand that
1) Unemployment is a complex state that has advantages and disadvantages for the economy and the individual.
Knowledge: Students will know
1) How much in taxes they pay and where it goes to in the government.
2) The importance of emergency funds.
3) Some unemployment is good for the economy as a whole.
18) There are a variety of benefits and disadvantages to unemployment and the possibility of it for the individual needs to be
planned for in advance.
Skills: Students will be able to
1) Compare and contrast the benefits and disadvantages for various living situations.

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP Connects

18) Bell Questions

U: 1-5

19) Part 1: Students will work as a group to figure out a budget for a typical American family
Part 2: Accommodate for a financial issue

U: 1, 2, 4
K: 1, 2, 3, 6,
9, 14
S: 1-4
U: 1-5
K: 1-9, 11-14
S: 1-8
K: 14

20) Students will compose a portfolio of their future finances and large purchases
Containing: career, year-long budget, housing, transportation, insurance, financial bump, and investments
21) Exit Slip: answer: What does it mean to live in poverty?

Other Evidence/Informal/Formative Assessment:

Task / Assessment

9) Class participation: in class discussions, group and individual work, answering questions during lectures
10) T/P/S: look at profiles of homeless individuals and discussing other options and what they would do

UP Connects

U: 1-5
K: 1-14
S: 1-8
U: 2, 4
K: 3, 6-11
S: 1, 2, 5, 6

Detailed Steps/Procedures
Learning action

Time (mins)

INTRO: Today we will be discussing poverty and the importance of emergency funds.
1) Attendance/Bell Question: When was there a time in your life when you needed a back-up plan?
2) Class Discussion:
What is Poverty?
What does it mean to live in poverty?
Transition into groups of 2-3 (students may choose group)
11) Think/Pair/Share:
Read and discuss profiles of select homeless people/situations:
What are common factors?
What is something unique to each situation?
What could have prevented each of them from becoming homeless?
12)Lecture: government standards vs. the peoples standards (of living)
13)Small group work: get into groups from last week (names are on worksheet)
Accommodate for a financial issue- written on worksheet
14)Closing class time procedures: announcements, homework/project reminders, time to get ready to
go to next class.
Exit slip: after this lesson, write on a sticky note what it means to live in poverty.

4 minutes
6 minutes
minute

10 minutes

18 minutes
7 minutes
5 minutes

Lesson #3
Lesson Summary
Buying a House
Students will learn the ins and outs and dos and donts of buying a house. When students walk into class, they will
come up with one or two ideal cities they would like to be living in about 10 years; during which I will take attendance.
Their responses will be combined and written at the front of the room for reference during the lecture. Then go through the
powerpoint while discussing the positives and negatives of homeownership.
Lesson Objective(s)
1) Students will be able to distinguish the good and bad aspects of being a homeowner in regards to finances

Materials/Resources required
PowerPoint lecture and notes for me

Desired Results
Established Goals: (Including state standards)
Make large purchases and maintain a standard of living under a specified monetary budget
o Understand the function of common financial instruments. (Iowa Core)
Essential Questions:
1) Why are large purchases necessary?
2) What is the role of a budget?
3) What is a good standard of living? Is it the same for everyone?
Understandings: Students will understand that
1) How to manage a personal budget.
2) One needs to plan for unexpected, necessary purchases.
Knowledge: Students will know
1) The average prices of different types of homes, cars, and other large price items.
2) The average cost of living in Des Moines, Iowa compared to that of another city in a different state or country.
3) How much taxes they pay and where it goes to in the government.
4) How to plan for large purchases, college, and retirement.
5) The importance of emergency funds.
6) The various types and costs of insurance- which types are necessary and which are not.
7) How to prioritize purchases.
8) There are a variety of benefits and drawbacks to unemployment and the possibility of it for the individual consumer needs to
be planned for in advance.
Skills: Students will be able to
1) Manage their own budget (the one they have), and manage a makeshift budget (one based on a possible career they might have
in the future).

2)
3)
4)
5)

Make decisions about purchasing large priced items and everyday purchases.
Adapt their budget for unexpected necessary purchases.
Research various types of insurance, housing situations, and transportation situations.
Compare and contrast the benefits and disadvantages for various living situations.

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP Connects

5) Bell Questions

U: 1-5

6) Students will compose a portfolio of their future finances and large purchases
Containing: career, year-long budget, housing, transportation, insurance, financial bump, and investments

U: 1-5
K: 1-9, 11-14
S: 1-8

Other Evidence/Informal/Formative Assessment:

Task / Assessment

15) Class participation: in class discussions, group and individual work, answering questions during lectures

UP Connects

U: 1-5
K: 1-14
S: 1-8

Detailed Steps/Procedures
Learning action

Time (mins)

INTRO: Today we will discuss the process of buying a house

1) Attendance/Bell Question (Where do you want to live in 10 years?)
2) Compile answers to bell question
a. Ask for student volunteer to write (legibly) at front of room
2) Ask students questions to see how much they think they know
What is the purpose of a home?
What are the different housing options available?
What do you think the average cost of a one story house is in Des Moines? How about
Hollywood? Or Washington D.C.? Or Houston?
What about larger homes?
Look up some examples in select cities from BQ
3) Lecture: Advantages and Disadvantages of Homeownership
4) Closing class time procedures: announcements, homework/project reminders, time to get
ready to go to next class

3 minutes
5 minutes

10.15minutes

20-25 minutes
2 minutes