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TG Lesson2

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Loubna Hamzeh EP Weam Massoud
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19 views3 pages

TG Lesson2

Uploaded by

Loubna Hamzeh EP Weam Massoud
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Dream Big: Money and Goals

LE SSO N 2: TE ACH ER ’ S G U I DE

Most teens dream big when it comes to their futures, whether that dream is to buy a car,
move out on their own or go to college. In this lesson, students will learn why short-term,
medium-term and long-term financial goals are important; what steps they can take to
reach those goals; and how to deal with common obstacles. By the end of the lesson,
students will have a better understanding of how solid financial decision-making can help
them achieve their life objectives.

LEARNING OBJECTIVES:
Topic:  Setting short-term,
Students will…
medium-term, and
long-term goals • Explore the purpose of financial goals
Time Required: 60 minutes • Discover the role of decision-making in achieving goals
• Examine common obstacles to achieving goals
SUPPLIES:

• Notebooks STANDARDS:
• Student activity sheet
Jump$tart Standards:
PREPARATION: • Financial Responsibility Standards 1 and 4
• Copy student activity sheet • Saving and Investing Standard 1
STUDENT ACTIVITY SHEET: National Standards for Economics:
Show Me the Money: Reaching
• Standard 1: Scarcity
Your Goals • Standard 2: Decision Making
This activity will help students
visually map their progress toward a Common Core ELA Anchor Standards:
financial goal. • Speaking and Listening: Comprehension and Collaboration
• Speaking and Listening: Presentation of Knowledge and Ideas
• Language: Vocabulary Acquisition and Use
Common Core Math Standards:
• Number and Quantity: Quantities
• Modeling

TEACHER’S GUIDE: DREAM BIG | 1


LE SSO N 2: TE ACH ER ’ S G U I DE INSTRUCTION STEPS

Essential Question “What are my financial goals and how can I achieve them?”

Investigate: Dream Big TEACHER’S TIP


[Time Required: 15 minutes]
1. Begin by asking students if they know what a “bucket list” is. Explain that it What is the Essential Question?
is a list of goals one wants to accomplish in life, like climbing Mt. Everest or The Essential Question is designed
writing a novel. Ask students what would go on their lists, and give them five to “hook” the learner, promote
inquiry and engagement with
minutes to reflect and to write a bucket list in their notebooks.
the lesson, and allow students to
2. Invite students to share from their lists and record some of the items with a exercise problem-solving abilities. It
clear financial component on the board (e.g., go to college, visit Paris). Ask addresses a larger concept, does not
students what these goals have in common and discuss how money can have a right or wrong answer, and
help us achieve some goals. requires higher-order thinking skills.

3. Next, discuss which of the goals can be reached the fastest and why.
Challenge small groups of students to sort the goals into three categories:
short-term (requires less than six months to achieve), medium-term (less
than a year) and long-term (longer than a year). Have students explain their
reasoning.

Student Preparation: Identifying Financial Goals


[Time Required: 15 minutes]
4. As a class, discuss some of the factors that go into categorizing short-term,
medium-term and long-term financial goals. Explain that goals may be
categorized by the life stages when they will likely be accomplished and by
the amount of money required (goals that require less money may also take
less time to achieve).
5. Choose one of the financial goals shared in the “Investigate” segment and
discuss possible steps students might take in reaching that goal (e.g., saving
allowance, gifts, salary and responsible spending).
6. Help students to see the difference between needs and wants by asking
them to discuss whether any of their recent purchases were items they
needed or wanted. Identify common “needs,” such as clothing and food and
“wants,” such as lattes and designer jeans.
7. Discuss how needs and wants relate to one another: What happens if you
spend all of your money on things you want? What if an unexpected “need”
prevents you from saving for a “want”? Can students think of strategies for
balancing the two (e.g., making a budget with spending categories)?

TEACHER’S GUIDE: DREAM BIG | 2


LE SSO N 2: TE ACH ER ’ S G U I DE INSTRUCTION STEPS

Challenge: Reaching Your Goals TEACHER’S TIPS


[Time Required: 20 minutes]
8. Hand out the student activity sheet, Show Me the Money: Reaching Your Start a Club:
Goals, and explain to students that they will map out how to save for a Invite students to form a “Savings
short-term goal of their choice. Give students 15 minutes to complete the Club” so they can encourage one
another as they progress toward
activity.
their savings goals. Encourage the
9. Invite volunteers to share their plans for reaching specific savings goals. club to meet weekly to check in and
Encourage students to share the steps they will take to reach their goals, share financial strategies.
including the areas in which they will cut back spending.

What is Reflection?
Reflection The Reflection part of the class gives
[Time Required: 10 minutes] students the opportunity to reflect
on the bigger-picture meaning of
Invite students to reflect in their notebooks about their savings goals. What
the exercise, and to assimilate and
additional steps should they take to reach their goals? Are there other goals
personalize some of the concepts
that they want to work towards? How do they think their current goal-setting
and ideas learned about in the class.
efforts will affect their future financial lives?

TEACHER’S GUIDE: DREAM BIG | 3

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