STEPP Lesson Plan Form

Date: 10/08/14

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 1 of 2

Content Area: FACS - Life Management

Title: Introduction to Budgeting

Content Standards addressed by this lesson:

COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to identify the importance of money management
The student will be able to recognize the difference between lifestyles of people in different
classes
Learning Objectives:
After this lesson, every student will be able to:
Identify the importance of money management
I can:
I can recognize the difference between lifestyles appropriate for different people based on their
social class
This means:
I know how to identify the importance of money management regardless of ones financial state
List of Assessments:
Catch Phrase Activity

Blog Responses

Discussion

Important Vocabulary:
See attached packet Vocabulary for Intro. To Budgeting Part 1 and Part 2
Key Ideas:
Defining the Problem of Personal Financial Literacy
Its your life and your money
Start with small steps
Start when youre young

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Planned Lesson Activities

Financial Foundations Introduction to Life Cycle Planning and Budgeting
The purpose of this lesson is to introduce students to concepts related to
money management and its importance
Materials: Computers with internet access, blog (with questions), photos on
PowerPoint, PowerPoint with Key Vocabulary (Pt. 1), Catch Phrase Words
(Pt. 2)
Time: 90 minutes
10 min Go over vocabulary
15 min Pre-viewing Discussion on blog
https://www.blogger.com/home?pli=1
8 min Video
http://www.pbs.org/your-life-your-money/chapter_01_russell_simmons.php
10 min Post-viewing Discussion
15 min Reflection of Hip Hop Culture and Wealth PowerPoint
30 min Introduce vocab. and play Catch Phrase afterwards to practice
vocab.
2 min Clean up and go over tomorrows schedule
Go over vocabulary
Go over vocabulary
Pre-viewing Discussion Questions:
It was once said by a civil rights leader that the last leg in civil rights is
financial literacy.
1. What do you think this means and what is your reaction to this
statement?
2. What do you thing is the relationship between civil rights and
financial literacy? Between freedom and financial literacy?
Video
Post-Viewing Discussion Questions on Blog:
1. What changes in his life made Russell Simmons want to know more
about money and managing it?
2. What do you think Russell Simmons means when he says, They
have no idea what to do they get into big trouble. Why do we
need to learn about money and finances?
3. Where do you currently go if you have a financial question?
4. How likely is it that a typical person will have wealth like Russell
Simmons to manage? Should that be an excuse to not manage your
own money wisely?
5. Does your high school offer courses that would help you manage
your money?
PowerPoint Reflection Questions:
1. What do you see and how do these images make you feel? What are
you being persuaded to think or want?
a. As a class discuss reflections, write responses on the board
1. Note how many times material wealth is brought up.

2. How is this representation different from real world experiences?

3. How might popular culture shape our ideas about money?
4. Think back to when Russell Simmons talked about making
mistakes in regard to money. Brainstorm ways to avoid big
trouble. What questions can you ask yourself to ensure you are
making informed decisions?
5. Write a response to the following quote And, the same thing
happens on a smaller scale to everybody. Not just famous people
Catch Phrase
Clean Up
Have students clean up and assign them to look over rubric for final project,
Closure/Conclusion/Summary/A
review the vocabulary for Budgeting and finish your response to the quote
djustments/Wrap-up/Clean-up
it will be used in your final project!
Differentiation/Modifications/Ad Student will have me as a resource so if they have questions they can very
aptations/Accommodations
easily be helped
Pre- Blog responses
Assessment/Pre-Post-On-going
Post- Post-viewing discussion

STEPP Lesson Plan Form

Date: 10/08/14

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 2 of 2

Content Area: FACS Life Management

Title: Budgeting

Content Standards addressed by this lesson:

COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to accurately identify the differences b/w a need and a want and how
they may be different for people based on their situations, correctly fill out a budget for
themselves and for anyone else if given the figures and select a bank that is suitable for their
lifestyle and spending habits
Learning Objectives:
After completing participation in this lesson, every student will be able to:
Accurately identify the differences b/w a need and a want and how they may be different for
people based on their situations
Correctly fill out a budget for themselves and for anyone else if given the figures
Select a bank that is suitable for their lifestyle and spending habits
I can:
I can identify the differences b/w a need and a want and how they may be different for people
based on their situations
I can fill out a budget for themselves and for anyone else if given the figures
I can select a bank that is suitable for their lifestyle and spending habits
This means:
I know how to identify the wants and needs of my current situation and for that of my future, and
can assess my finances to maintain healthy finances.
List of Assessments:
Needs vs. Wants
Personal Spending Plan (budget)
Picking a Bank
List of Significant Vocabulary:
See attached packet Vocabulary for Budgeting pt. 1 and pt. 2 section
Key Ideas:
Separate needs from wants

 Create a spending plan

Pick the right bank for you
Pay yourself first (savings)
Planned Lesson Activities
Budgeting
Name and Purpose of Lesson
The purpose of this lesson is to teach students to identify the difference
b/w needs and wants, how to fill out a personal spending plan (budget),
and how to pick a bank
Materials: Short story, Computer with internet Access, T-Chart, List of
items for T-Chart, Personal Spending Plan Worksheet, Picking a Bank
Worksheet

Approx. Time and Materials

Anticipatory Set
Procedures

Time: 90 minutes
5 min Anticipatory set
8 min Video
http://www.pbs.org/your-life-your-money/chapter_02_min_lwin.php
10 min Post Viewing Discussion
15 min Needs vs. Wants Activity
25 min Personal Spending Plan Activity
25 min Picking a Bank Activity
2 min Clean Up and Logging Off Computers
Have a student read the short story for this section and afterwards ask
How do you spend your money?
Anticipatory Set
Video
Post Viewing Discussion Questions:
1. How did Min Lwins financial responsibilities change once he
graduated from college?
2. Identify one wise and unwise economic decision that Min made in
getting established on his own.
3. What is your though process when making a purchase? Have you or
someone you know ever regretted a large purchase after making it?
Explain.
4. Donald Faison said: Keep track of everything you spend money on
for at least two weeks. Have you ever tried keeping track of your
expenses for a period of time to see where your money goes? If so,
what did you discover? If not, what do you suspect you might
discover?
5. The title of this segment is Make Your Money Work for You. A
quote from the program stated: The trick is to make your money
work for you, and not the other way around. What does this mean?
Need vs. Wants Activity
1. One of the experts, Michelle Singletary, says, Anytime you go
shopping you should ask yourself, is this need or a want? Is this how
you decide when to spend money? Why or why not?

Closure/Conclusion/Summary/
Adjustments/Wrap-up/Cleanup
Differentiation/Modifications/A
daptions/Accommodations
Assessment/Pre-Post-On-going

2. What is the difference b/w a need and a want?

Read the list of items then divide the room into two sections, one side
being wants and the other side needs. Read the list of again one
at a time and have students go to which side of the room they think it
fits best with and have them explain their choices.
Have students fill out T-Chart with the needs and wants that they have
currently in their life and then what they think they will have in the
future
Emphasize that every financial choice has a consequence and that
paying yourself first is one of the most important financial tools to
learn!
Personal Spending Plan Activity
1. Experts believe that once you look at your monthly budge, you
can see where the money is going. Why do you think this is
important to do?
2. Do any of you actually write up a budget like Min Lwin did
keeping track of expenses vs. income? If not, why not?
Instruct students to do the following:
List their monthly income(s)
List their monthly expenses, include fixed, variable, and discretionary
Total up all expenses and subtract figure from monthly income(s)
Ask the following:
1. Did any of you obtain a negative number? If so, what can you do to
adjust your expenses so that they do not exceed your income? Did
you include savings as one of your expenses? Why or why not?
2. Discuss the quote from Donald Faison, You must be able to
distinguish between what you want and what you can afford.
3. How do role models and peer pressure affect spending patterns?
Picking a Bank Activity Questions
1. Why do most people find it necessary to have a bank account?
2. How many of you have your own bank account, checking,
savings, both?
3. How many of you know the policies of your traditional or online
bank? For example, fees, ATM policy, balance requirements, etc.
Look at different banks to fill out worksheet then discuss their findings
Have students clean up and while they are ask them follow up questions
1. Do you agree with Michelle Singletarys quote: You have to look
at your banking habits and choose an institution that meets the
things that are important to you, just like when you go out on a
date.?
2. Why is it important to shop around for a financial institution?
Remind students to begin working on their final research project
Student will be working in groups and will have me as a resource, so if
they have questions they can very easily be helped.
Pre- Discussions

Post- Through following activities: Needs vs. Wants, Personal Spending,

and Picking a Bank
Words for T-Chart Activity:
Rent
Car/other modes of transportation
Coffee
Paper towels/toiletries
Cell phone
Bottled water
Internet
Cable
Milk
Cereal
Cake

water
movies
shoes
clothes
jewelry
purse
coats
computer
apps/ring tones on a cell phone
gas
pets

T-Chart
Needs
Current

Wants
Future

Current

STEPP Lesson Plan Form

Date: 12/8/2014

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 1 of 2

Content Area: FACS Life Management

Title: Intro. to Banking Skills, Saving, and Investing

Content Standards addressed by this lesson:

COSE.02.05 Demonstrate management of financial resources to meet goals of individuals, and
families across the lifespan
COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to accurately identify the purpose of and different types of savings
options
The student will be able to identify short and long term goals for saving money
The student will be able to evaluate how careers influence how much money we earn.
Learning Objectives:
After this lesson, every student will be able to:
Accurately identify the purpose of and different types of savings options
Identify suitable and realistic short and long term goals for saving money
Evaluate how careers influence how much money we earn.
I can:
I can accurately identify the purpose of and different types of savings options, identify suitable
and realistic short and long term goals for saving money, evaluate how careers influence how
much money we earn.
This means:
I know how to create short and long term goals for myself to create and obtain the lifestyle I
want for myself now and in the future.
List of Assessments:
Word Wall Match Up
Types of Savings Worksheet
List of Significant Vocabulary:
See attached packet Vocabulary for Saving/Investment section
Key Ideas:
The Importance of Saving Money
Start saving early

Create an emergency fund

Invest in a retirement savings account

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Planned Lesson Activities

Financial Foundations Intro. To Banking Skills, Savings, & Investing
The purpose of this lesson is to teach students the purpose of and different
types of savings options, to identify short and long term goals for saving
money, and to introduce the concept of how our careers influence how
much money we earn.
Materials: Squares of blank paper, coloring utensils, tape, markers, pens,
T-Chart, Types of Saving Worksheet, Visual Aids, Photos of Career Types,
White Board Markers
Time: 90 minutes
25 min Word Wall Match Up
5 min Clean Up
2 min Pre-viewing Discussion Question
8 min Video
http://www.pbs.org/your-life-your-money/chapter_04_woods_cortez.php
10 min Post-Viewing Discussion
10 min Short and Long Term Goals Activity
15 min Types of Savings Activity
10 min Career Choices Activity
5 min Clean Up
Word Wall Match Up
Word Wall Match Up Activity
Have students pair up and pass out a list of vocabulary, split up
words evenly b/w groups. One student will write the word and the
other the definition of that word. They can include pictures or
names of people, places or things they associate with their word. If
they have more than one word they will complete this process until
all words are used.
Once they are complete they will hand them in and I will mix them
up. And then hand them back out randomly. Students must talk to
each other to match up the words with their definitions. We will
then assemble them on a wall for them to use as a reference
throughout the rest of the unit
Pre-viewing Discussion
1. How much do you save?
Video
Post-viewing Discussion Questions
1. What is the purpose of saving money? Why should you not spend
all the money that you have at any point in time?
2. Why is it particularly important that D. Woods has a savings
cushion?

3. A variety of ways of saving money, depending on your goals, are

presented in the story segment, Start Saving. Besides traditional
bank savings accounts, what are some of the other savings options
presented?
4. It is often said that you can never start saving early enough in your
life. Why is that so?
5. What are some of the suggestions that financial expert Beth
Koblinger gives to D. Woods regarding controlling spending and
increasing savings?
Short and Long Term Goals Activity
1. In the story of D. Woods, we learn that D. keeps 3 bank accounts to
organize her money. Why does she set up so many accounts?
2. D., like everyone else, has to establish goals in life and plan
financially to achieve these goals. Have you ever thought about
your life long financial goals?
Fill out T-Chart include timeframes to reach each goal must be a goal
for which they have to save money
1. As you listed your goals, did you think about how much money
you would have to save to achieve your goals?
2. How do you feel about the amount of time it takes to save that
money in order to achieve your goals?
Types of Savings Activity
1. In the story segment, Start Saving, financial expert, Beth
Kobliner said: People need to have a set savings cushionThe
key is to save 3 months worth of living expenses in that fund.
Why does she recommend this?
2. Why cant you just save money under a mattress? Why must you
find safe places to save your money?
3. Have you ever researched different savings options, especially high
yield options?
Hand out your visual aids one at a time to groups and ask students to:
1. Identify what each one is
2. Briefly explain what it represents as a savings option
Divide groups into smaller groups of 3-4. Have them discuss the
advantages and disadvantages of each type of savings option.
Individually students should fill out worksheet based on their
personal needs or wants
Next to each item listed, students should identify an appropriate
savings option. Have two volunteers share
1. Why is it important to know whether interest paid on any type of
savings account will be simple or compounded?
2. What is the significance of compound interest?
3. Why is it important to select a savings option based on short or
long term goals?
Career Choices Activity
While students are filling out Types of Savings worksheet hang

photos around the room

Have students stand in front of the photo they feel most closely
represents the type of career they might want to pursue. Have
students pay attention to how many people are in each career you
write information on the board. Have students sit back down.
Assign any worksheets not completed for homework.
Have students clean up and while they are ask them follow up questions
1. What are some problems related to a career with lack of steady
income, such as the musical career pursued by D. Woods?
Closure/Conclusion/Summary/Ad
2. What steps could a person take to resolve or avoid these problems?
justments/Wrap-up/Clean-up
3. How many of you have thought about the impact your career
choice will have on your lifelong earning potential, on the stability
and consistency of earnings, on your retirement income?
Differentiation/Modifications/Ad Student will be working in groups and will have me as a resource so if they
aptions/Accommodations
have questions they can very easily be helped.
Pre- Word Wall Match Up
Assessment/Pre-Post-On-going
Post- Short and Long Term Goals Activity, Types of Savings Activity,
Career Choices Activity

T-Chart
Long-Term Goals

Short-Term Goals

STEPP Lesson Plan Form

Date: 12/08/2014

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 2 of 2

Content Area: FACS Life Management

Title: Banking Skills, Saving, and Investing

Content Standards addressed by this lesson:

COSE.02.05 Demonstrate management of financial resources to meet goals of individuals, and
families across the lifespan
COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to analyze different saving and investment options
The student will be able accurately explain the importance of planning for retirement
The student will be able to apply management principles to benefit their financial standing
Learning Objectives:
After this lesson, every student will be able to:
Analyze different saving and investment options, accurately explain the pros and cons of
planning for retirement, and apply management principles to benefit their personal financial
standing.
I can:
I can analyze different saving and investment options
I can accurately explain the pros and cons of planning for retirement
I can apply management principles to benefit their financial standing
This means:
I know how to research and understand different saving and investment options
I know the importance of planning for retirement
I know how to apply management principles to benefit my financial standing
List of Assessments:
Discussion
Planning for Retirement Activity
Power of Compounding Worksheet
Research Assignment
List of Significant Vocabulary:
See attached packet Vocabulary for Saving/Investing section
Planned Lesson Activities

Name and Purpose of

Lesson

Approx. Time and

Materials

Anticipatory Set
Procedures

Financial Fitness Banking Skills, Saving, and Investing

The purpose of this lesson is to teach students to more financial saving skills,
inform students of how/ways to invest your money to receive the best rates of
return for their life, and to empower students to think of/plan for their futures and
retirement
Materials: Internet, Planning for Retirement Worksheet, Power of Compounding
Chart, White Board Markers
Time: 90 minutes
2 min Anticipatory Set
8 min Video
www.pbs.org/your-life-your-money/chapter_04_woods_cortez.php
10 min Post-viewing Discussion
20 min Planning for Retirement Activity
20 min How Your Money Grows Activity
10 min Rule of 72 Activity
15 min Mini Research Assignment
5 min Clean Up
Pre-viewing Question: Are your planning for retirement?
Anticipatory Set
Video
Post-viewing Discussion Questions
1. In the story of Maria Cortez, financial expert Michelle Singletary says:
You should start saving for retirement the day you get your first job.
When did Maria Cortez begin her retirement planning?
2. How are Marias retirement savings options different from those of a
person working for an employer?
3. Why are games of chance NOT a good investment for building wealth?
4. What role does financial education play in becoming a good saver and
investor? What new areas of knowledge does Maria want in order to save
for retirement?
5. What decisions and choices has Maria Cortez made in her life this far to
insure financial success and security?
Planning for Retirement Starting Questions Write as a journal response
1. What is your personal definition of wealth? Do you define wealth by
dollars or by possessions?
2. How do you suppose people get wealthy?
3. Have you thought about saving and planning for retirement?
Next divide students into groups of 3-4 and have them discuss and record the
groups responses to the 3 questions. Reassemble and present ideas.
Follow up questions
1. How do taxes affect your choices of retirement investments?
2. Why is the employer contribution an advantage of putting money into a
401k or 403b at some companies?
3. What factors should you consider when choosing a financial planner or
advisor to help you with your retirement planning?

How Your Money Grows Activity

As a class, examine the chart; focus on one column at a time. Direct them to see
how in each column, the numbers increase at the same rate. Ask them to draw
conclusions about why the totals at the bottom are so different.
Questions to Ask
1. Why might someone start investing and then stop after a few years?
2. Why might some people delay investing for retirement?
3. Why is it important to leave your money invested as opposed to borrowing
or withdrawing it?
4. Why is it a good idea to begin investing early?
5. What might be a reasonable amount (or % of your income) to save for
retirement? Might you want to change this amount during your earning
life?
6. Why is compounding defined as interest on your interest? (this chart
illustrates this principle using a 10% rate of return, a rate usually associated
with the stock market.
Rule of 72
Mathematicians have discovered that by using the number 72 as the numerator
and whatever number is the rate of return on your investment as the denominator,
and then dividing, the number obtained will tell you how many years it will take
for your money to double.
4% is your rate of return so the fraction is 72/4 = 18.
Thats how many years it will take you to double your money at 4%. Give a few
more examples using different rates of return.
Mini Research Assignment
Have students research 3 occupations of interest to them. They need to record the
likely salary range, geographic areas of demand, training and education
requirements. Use internet and or books to find information.
Have students clean up and while they are remind them to finish the mini research
Closure/Conclusion/Sum
assignment and review the vocabulary for credit as homework if they were not
mary/Adjustments/Wra
able to complete it in class. Also they need to keep working on their final project
p-up/Clean-up
it will be due 3 class periods from today!
Differentiation/Modifica Student will be working in groups and will have us as resources so if they have
tions/Adaptions/Accom questions they can very easily be helped.
modations
Pre- their thoughts regarding retirement and if they are planning for it
Assessment/Pre-PostPost- Planning for Retirement worksheet, Power of Compounding Chart,
On-going
Research Assignment

STEPP Lesson Plan Form

Date: 12/08/2014

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 1 of 2

Content Area: FACS Life Management

Title: Credit

Content Standards addressed by this lesson:

COSE.02.05 Demonstrate management of financial resources to meet goals of individuals, and
families across the lifespan
COSE.02.05b Apply management principles to individual and family financial practices
COSE.15.01.i Investigate credit reports and rating and practice effective credit management
techniques
Understandings:
The student will be able to analyze and identify pros and cons of credit card options
The student will be able to accurately select a credit card option that would be best for their
lifestyle
Learning Objectives:
After participating in this lesson, every student will be able to:
Accurately analyze different credit card offers and select a credit card that best suits their life
style
I can:
I can recognize pros and cons of different credit card offers
This means:
I know how to select an appropriate credit card for me and my lifestyle.
List of Assessments:
Catch Phrase Game
Selecting a Credit Card Activity
Spreadsheet on Google Docs
Key Ideas:
Credit and Debt: What You Need to Know
Choose and use your credit card wisely
Always pay your bills off in full each month
Check your credit report regularly
Research and understand student loan options
Key Vocabulary:
See the attached document Vocabulary for Credit Section

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Financial Foundations - Credit

The purpose of this lesson is to teach students to identify pros and cons of
different credit card options, and basics regarding debt and credit. After
this lesson students will be able to select a credit card that fits their
lifestyle and analyze the terms and conditions of credit card offers.
Materials: Vocabulary on a times slideshow, white board, markers,
computers with internet access, projector, google doc spreadsheet
Time: 90 Minutes
5 min Anticipatory Set
20 min Go over key vocabulary with Catch Phrase Game
5 min Pre-viewing Discussion
8 min Video Digging Out of Debt
http://www.pbs.org/your-life-yourmoney/chapter_03_amanda_mccormick.php
10 min Post-viewing Discussion
25 min Selecting a Credit Card Activity
17 min Credit Card comparison Follow up
Have a student volunteer to read the short story introducing the topic.
Catch Phrase Game
Pre-viewing Discussion Questions:
1. Are you in debt?
2. Do you know people who are in debt?
3. What is a credit score?
Video
http://www.pbs.org/your-life-yourmoney/chapter_03_amanda_mccormick.php
Post-viewing Discussion Questions:
1. What is credit? Does everyone need credit? When is it
advantageous to use credit? When is it not advantageous to use
credit?
2. According to the video young people today often have significant
debt, why?
3. According to the video, how can you get yourself out of credit
card debt?
4. What are the consequences of failure to keep up with loan
payments or credit card payments?
Selecting a Credit Card Activity
Have students get into groups of 2-3 for following activity and log into
their Gmail Google doc account. While they do this ask the following
questions:
1. According to Michelle Singletary, Credit card companies reserve
the right to change interest rates at any time. Why do you think
they do that?
2. How many of you have a credit card?
3. How many of you signed up for a credit card because you were

Closure/Conclusion/Summary/
Adjustments/Wrap-up/Cleanup
Differentiation/Modifications/A
daptions/Accommodations
Assessment/Pre-Post-On-going

offered a gift?
4. What things should you consider or compare before selecting a
credit card?
a. Go to www.Creditcards.com to compare and fill in the
spreadsheet
b. Decide as a group which card would be the best option. You
will have to explain your choice.
While students are closing down computers and cleaning up ask the
following questions:
1. In addition to credit cards, what other options are available for
obtaining credit?
2. Why is securing your credit identity so important?
Student will be working in groups and will have me as resources so if they
have questions they can very easily be helped.
Pre- playing Catch Phrase to see where they are on their vocabulary and
who did homework
Post- If they fill out and answer questions about credit card comparison
correctly

Spreadsheet for Google Doc

Name
Students
of
Name
Credit
Card
Student
1
Student
2
Student
3
Student
4
Student
5

AP
R

Over
Annual Billing Finance Grace Late
Minimum
Limit
Fee
Cycle Charge Period Fees
Payment
Fees

STEPP Lesson Plan Form

Date: 12/08/2014

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 2 of 2

Content Area: FACS Life Management

Title: Credit

Content Standards addressed by this lesson:

COSE.02.05 Demonstrate management of financial resources to meet goals of individuals, and
families across the lifespan
COSE.02.05b Apply management principles to individual and family financial practices
COSE.15.01.i Investigate credit reports and rating and practice effective credit management
techniques
Understandings:
The student will be able to analyze the difference b/w a debit and credit card
The student will be able to accurately explain the various types of financial aid available
The student will be able to effectively read and understand a credit card bill
The student will be able to understand and explain what affects a persons credit score.
Learning Objectives:
After participating in this lesson, every student will be able to:
Accurately analyze the difference b/w a debit and credit card, accurately explain the various
types of student loans available, effectively read and understand a credit card bill, and understand
and explain what affects a persons credit score.
I can:
I can recognize pros and cons of a debit and credit card, understand the various types of financial
aid, read and understand a credit card bill, and explain what affects a persons credit score
This means:
I know how to select and use an appropriate credit card for me and my lifestyle, to choose which
type of financial aid is best for my financial and educational future. I am also able to navigate
and understand a credit card bill and how my decisions impact not only my credit score but also
my future buying abilities.
List of Assessments:
Vocab. review
Understanding a Credit Card Bill Activity
T-Chart
Research

Key Ideas:

Credit and Debt: What You Need to Know

Choose and use your credit card wisely
Always pay your bills off in full each month
Check your credit report regularly
Research and understand student loan options
Key Vocabulary:
See the attached document Vocabulary for Credit Section

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Planned Lesson Activities

Financial Foundations - Credit
The purpose of this lesson is to teach students how to read and understand a
credit card bill, analyze the difference b/w a debit and credit card, explain the
various types of student loans available, and to understand and explain what
affects a persons credit score.
Materials: Vocabulary PowerPoint , Understanding a Credit Bill worksheet,
T-Chart, Computers with internet access,
Time: 90 Minutes
10 min Review Vocabulary popcorn style and cold call
25 min Understanding a Credit Card Bill Activity
10 min Debit vs. Credit Card Activity
20 min Student Loans
www.fafsa.ed.gov
23 min Credit Score Research
2 min Clean Up
Vocab. Review
Vocab.
Understanding a Credit Card Bill Activity
Start by breaking students up into groups of 3-4, then tell short story:
Amanda said, Over about 6 months b/w 5 cards, I spent less than $4,000I
acquired over $30,000 in debt.
Question: How did Amanda manage to accumulate $30,000 in such a short
time?
Discuss in your groups how this could be possible. Up on the board are some
clues/information to help you figure it out. You will need to add up late fees,
over the limit fees, etc. for 5 cards. See how many it takes to add up to a
balance of $30,000. These are the clues to have visible:
Late fees are often $29
Over the limit fees are often $29
A typical interest rate is often 24%
Amanda spent $4,000
Amanda had five credit cards
Hand out Understanding a Credit Bill to review with class
Discussion Questions

1. How can you avoid the same problem?

Here are some suggestions to provide students with
1. Make pmts. Greater than the min. required
2. Make pmts. When the bill arrives instead of waiting until the due date
3. Call the credit card co. to have due date adjusted to avoid late pmts.
4. If you accumulate a responsible pmt. Record, sometimes creditors
lower rates of interest or delete the annual fee if you call and ask
5. In addition to late fees, poor credit scores affect your future buying
power of items such as cars and homes. Employers are now starting to
look at a candidates credit history as a condition of employment
6. If you need help in repairing your credit, how do you identify and
select a financial advisor?
Debit vs. Credit Card Activity
Have students fill out T-Chart
An example is Credit Card Benefit ability to purchase an item when
you dont have the money Cost would be the possible additional fee
if the money isnt paid back on time
Student Loans Activity
In the program segment, Digging Out of Debt, Donald Faison says, Tuition
is at least 2 times what it was when our parents went to college. So even if
you have a job while youre in school, a student loan may be the only way you
can pay your bills.
1. What options are available for a student to finance postsecondary
education?
2. Who can tell me the difference b/w a grant and a loan?
Now I want you to look around on this website for student loan information
www.fafsa.ed.gov. You will need to include the definitions/ explanations and
responses to these questions in your final portfolio:
1. Deferment, Federal Family Education Loan, Free Application for
Federal Student Aid (FAFSA), Forbearance, Grant, Income sensitive
payment, PLUS Loans, Signature Student Loan, Stafford Loans,
Subsidized loan, Unsubsidized loan, William D. Ford Direct Loan
2. Financial expert Peter Bielagus talks about student loans; what advice
does he give?
3. What is the difference between a subsidized and an unsubsidized loan?
4. What advantages do private bank loans have over government loans?
What advantages do government loans have over private bank loans?
5. If you obtain a loan to finance a postsecondary education, what are the
repayment options?
6. Using what you have learned from this activity, what type of
loan(s)would you recommend to individuals in the following
circumstances:
a. recent high school graduate living in a two income household
b. independent young person living alone in an apartment
c. single parent attending postsecondary school part time
7. Apply the information from this activity to your own life

circumstances.
8. Evaluate the type(s) of loan that is best suited to your own financial
circumstances.
The remainder of class is research time so you will be able to work. If you
need a break from student loan information feel free to look up what you need
to in order to adequately answer this question:
1. What affects a persons credit score?
2. What causes it to go up or down?
3. What are the different parts of a credit score?
While students are closing down computers and cleaning up remind them that
Closure/Conclusion/Summary/Ad tomorrow is a work day so to bring any materials or portfolio pieces they need
justments/Wrap-up/Clean-up
help with or need to finish up. We will be polishing off the portfolios and
whatever they dont finish in class will be homework.
Differentiation/Modifications/Ad Student will be working in groups and will have me as resources so if they
have questions they can very easily be helped.
aptions/Accommodations
PreAssessment/Pre-Post-On-going
Post- All the activities

T-Chart
Credit Card
Benefits

Debit Card
Costs

Benefits