01/29 (SYNCH): SPENT - A NEXTGEN Personal Finance Simulation Project

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (harvey.scribner@techfreire.org) for credit!

COMPLETE BOTH WORKSHEETS FOR CREDIT:

1st Worksheet:  ROLEPLAY: SPENT

2nd Worksheet: Paycheck2Paycheck

COMPLETE THE POST SIMULATION SURVEY WHEN YOU ARE DONE HERE:

https://docs.google.com/forms/d/e/1FAIpQLSezZ8Gl_Rswpsx7OM6G_iC00BVXTOCmY9u7C4qTaHE7unzBOg/viewform?usp=sf_link

Learning Objectives:

• Students will experience the circumstances of budgeting on the living wage.
• Students will reflect on the impact of the decisions they made in order to learn from them for the future.
• Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as the mistakes they make.
• Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY:

Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (harvey.scribner@techfriere.org) for credit.

Standards:

Alignment to Anchor Standards for Reading: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards: 1b: Analyze how spending and saving behavior can affect overall well-being. 1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.   Alignment to Jump$tart Risk Management and Insurance Standards: 1b: Predict the consequences of accepting risk with insufficient or no insurance. 1c: Illustrate how to use insurance to share the risk of financial loss.

Supplemental Resources:

*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!

Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

This project taken directly from http://playspent.org/

01/27 (SYNCH): Formatting Spreadsheets

Overview

This activity introduces students to spreadsheets over the course of two or three lessons. The first lesson helps students learn the parts of a spreadsheet and how to read a spreadsheet table. The second lesson directs students to make changes to their spreadsheets. Through this activity, they will see one of the most powerful aspects of spreadsheets: the use of formulas. Purpose (SWBAT) Students will be able to create, format, and manipulate basic data in a Google Sheets spreadsheet. Students will also be able to change formatting, highlight, and create charts and graphs based on data provided or created. Objective(s) Recognize basic parts of a spreadsheet window Read a spreadsheet with data Make changes in a spreadsheet to data and formatting

Introduction Videos

CLASSROOM PRESENTATION & ACTIVITIES (click link below)

https://docs.google.com/presentation/d/1Mk3P6hVQL6gmiAVBLiGv4tdg2TSYHvQ8ZAxgYIfmHKc/edit?usp=sharing

Introductory Practice Worksheet

Note: Click the link below to Open the Practice Worksheet, click File and Make a Copy, and then SHARE your copy of the Practice Worksheet with Mr. S (harvey.scribner@techfreire.org) for credit. Make sure to Change the Name of your Practice Worksheet by adding your Last Name and Class Period to the Title Block for easy reference.

https://docs.google.com/spreadsheets/d/1vGbsKzk7C4e9j0CQk5y_RXFCcV3dMRG7U0AQ5FXJzqg/edit?usp=sharing

Reference Site Acknowledgement: https://edu.gcfglobal.org/en/

About GCF Global: "For almost 20 years, the GCFLearnFree.org program has helped millions around the world learn the essential skills they need to live and work in the 21st century. From Microsoft Office and email to reading, math, and more—GCFLearnFree.org offers more than 200 topics, including more than 2,000 lessons, more than 1,000 videos, and more than 50 interactives and games, completely free."

Standards Common Core Math Students consider the available tools when solving mathematical problems and working with/understanding data sets. PA SAS Digital Literacy Use Technology to enhance effective communication. Use technology to enter and manipulate data and text. Apply basic mathematical operations to solve problems. CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

01/26 (ASYNCH): Introduction to Spreadsheets

Overview

This activity introduces students to spreadsheets over the course of two or three lessons. The first lesson helps students learn the parts of a spreadsheet and how to read a spreadsheet table. The second lesson directs students to make changes to their spreadsheet. Through this activity, they will see one of the most powerful aspects of spreadsheets: the use of formulas. Purpose (SWBAT) Students will be able to create, format, and manipulate basic data in a Google Sheets spreadsheet. Students will also be able to change formatting, highlights, and create charts and graphs based on data provided or created. Objective(s) Recognize basic parts of a spreadsheet window Read a spreadsheet with data Make changes in a spreadsheet to data and formatting

Introduction Video

Introductory Practice Worksheet

Note: Click the link below to Open the Practice Worksheet, click File and Make a Copy, and then SHARE your copy of the Practice Worksheet with Mr. S (harvey.scribner@techfreire.org) for credit. Make sure to Change the Name of your Practice Worksheet by adding your Last Name and Class Period to the Title Block for easy reference.

https://docs.google.com/spreadsheets/d/1vGbsKzk7C4e9j0CQk5y_RXFCcV3dMRG7U0AQ5FXJzqg/edit?usp=sharing

Vocabulary

Menu Bar Toolbars Column & Row Reference Formula Bar Sheets Tab Work Space Cells Active Cell Mouse Pointer Standards Common Core Math Students consider the available tools when solving mathematical problems and working with/understanding data sets. PA SAS Digital Literacy Use Technology to enhance effective communication. Use technology to enter and manipulate data and text. Apply basic mathematical operations to solve problems. CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

 

01/04 (ASYNCH): New Year's Resolution(s) Journal Entry

Happy New Year to Everyone!!

Welcome back to Tech Freire HS!  I hope your Holiday Break was relaxing and peaceful, and that you were able to spend some time with family and friends in harmony.  Today you will create a journal entry (Digital Portfolio Google Site/Gmail) that will help you to explain how you are going to be a better overall person this year.  We all try to make resolutions and keep them, but rarely to they turn into habits that last longer than a few weeks.  Please read the following article "New Year's Resolutions for Teens"  and open a new Journal Entry (Digital Portfolio/Gmail) describing (2-3 Sentences Each) how you might set and keep at least two (2) new Resolutions. 

(❗️) Complete the Constructed Response in your TF Digital Portfolio Journal Pages (Student Google Drive).  Make sure to copy/paste your entry into a GMail to Mr. S (harvey.scribner@techfreire.org) for credit.

Step by Step Instructions

Step 1:  READ the article "Top 10 New Year's Resolutions for Teens - Ideas" by Holly Ashworth (liveaboutdot.com)

Step 2:  THINK about 2-3 ideas you have for New Year's Resolutions in your life.  Be sure to think about them as S.M.A.R.T. Goals (see below)

Step 3:  OPEN your TF Digital Portfolio (in your Google Drive) and go to the Journal Page.  Create a new entry for today with the proper heading, like this:

  04 January 2021:  New Year's Resolutions

  Resolution #1: 2-3 Sentences about what and why you chose it

  Resolution #2: 2-3 Sentences about what and why you chose it.

Step 4:  Highight and COPY the entire post in your journal.  OPEN your Gmail, COMPOSE an email to Mr. S (harvey.scribner@techfreire.org) and PASTE your Journal entry into the body of the email.  Click SEND to turn it in.  Good Work!

Note:  S.M.A.R.T Goals are Specific, Measurable, Achievable, Relevant, and Time Bound!  See the link to the article below for more information!

The trouble with not having a goal is that you can spend your life running up and down the field and never score.                                                                                                    – Bill Copeland

Article:  WHAT DOES SMART MEAN? by mindtools.com