HES Lesson Plan

Name: Lauren Edison Organization: _________________ Date: October 21, 2013 Grade/Age Level: Gateway 180 audience Cooperating Teacher/Mentor: Janine Duncan Length of Lesson: 30 minutes

Title of Lesson: Micro Teaching #2 Parts of a Budget

1.

Goal(s) National Standards for Family and Consumer Sciences 2.0 Consumer and Family Resources 2.6.1 Evaluate the need for personal and family financial planning. 2.6.2 Apply management principles to individual and family financial practices.

2. Prior Knowledge The instructor will start by asking the audience about their financial goals. Would they like to purchase a laptop or a car? Do they want to earn a certain amount of money by a particular age? 3. Learner Outcomes: 4. Assessment of Learner Outcomes: 5. Procedures: The instructor will initiate a class discussion on how to achieve financial goals, volunteers will be invited to share their strategies with the class. The instructor will explain that in order to reach their financial goals, its important to make a plan for spending and saving. MI: linguistic, intrapersonal 6. Questions:

After reviewing the scenarios, the audience will initiate a plan to help the budgeter in the scenario to get back on track in 6 of the 8 areas. Affective: Valuing

The audience will be assessed by analyzing the budgeters spending and giving examples of how the budgeter should cut back. DOK 3: Strategic Thinking

The instructor will explain the plan that is created to achieve goals is called a budget. The parts of the budget will be discussed. -Income is money and earnings coming in and expenses is money going out. MI: linguistic, mathematical

The instructor will ask the audience about their financial goals. Would they like to purchase a laptop or a car? Do they want to earn a certain amount of money by a particular age?

HES Lesson Plan

Name: Lauren Edison Organization: _________________ Date: October 21, 2013 Grade/Age Level: Gateway 180 audience Cooperating Teacher/Mentor: Janine Duncan Length of Lesson: 30 minutes

Title of Lesson: Micro Teaching #2 Parts of a Budget

After reviewing the scenarios, the audience will identify where they can make adjustments to their lifestyle to potentially save in two of the four variable expenses. Affective: Organization

Audience will be assessed by the areas they identify to make adjustments. DOK 3: Strategic Thinking

After discussing how to create a budget the audience will agree to try to create a budget, and implement 6 of the 12 months of the year. Affective: Responding

Audience will be assessed by their examples of how they will alter their budget. DOK 3: Strategic Thinking

The instructor will ask the audience what they spent money on over the last two days. -The instructor will ask how their goals fit into these categories. The instructor will ask if they want to buy a home, will their mortgage be fixed or a variable expense. MI: linguistic, mathematical, verbal -Would a trip be a fixed or variable income? -Knowing how money fits into these categories will help the audience build an accurate budget. The instructor will ask the audience if they have earned any form of income this month (e.g. paycheck or alimony). Also how the audience keeps track of what they spend? MI: verbal -This is necessary because this is called cash flow, and that is necessary to determine a budget. The instructor will explain gross income and net pay. Materials: -Handout with scenarios -Dry erase board -Dry erase markers

The instructor will tell the audience to think back to the goals they defined in the beginning of the class, and ask them to give examples of how they will they need to save?

What fixed and variable expenses can they adjust in order to meet goals sooner?