Teacher: Heidi Borrego

School: RMHS
Grade Level: 9-11
Title: Savings wrap up and Investing intro

Date: 4/18/16
Content Area: Life Management
Lesson #:_2_ of _5_

Content Standard(s) addressed by this lesson:

(Write Content Standards directly from the
standard)
COSE.12.03(LFMGT) Demonstrate management of financial resources to meet the
goals of individuals and families across the lifespan.
COSE.12.03.a
(LFMGT) Examine the needs for personal and family
financial planning.
COSE.12.03.b
(LFMGT) Apply management principles to individual and
family financial practices
COSE.15.01(LFMGT) Analyze factors in developing a long-term financial
management plan.
COSE.15.01.d
(LFMGT) Compare investment and savings alternatives.
COSE.15.01.e
(LFMGT) Analyze the effects of risk management
strategies on long-term financial planning.
COSE.15.01.f
(LFMGT) Analyze the effect of key life transitions on
financial planning.
Evidence Outcomes: (Learning Targets/Objectives)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
Students will be able to evaluate the benefits and limitations of different savings options and
demonstrate an ability to determine when it is appropriate to use each one.
Students will be able to determine their investment personality and the benefits and dangers of
their choices.
Students will be able to recognize how investment personalities change throughout the life span.
List of Assessments: (Write the number of the learning target associated with each assessment)
Savings scenarios
Investment toss game
List of Significant Vocabulary: (List the significant vocabulary words and definitions for this lesson)
See attached vocabulary list

CEP Lesson Plan Form

Planned Lesson Activities
Name and Purpose of Lesson
Savings Wrap up and Investment Intro: The purpose of this lesson is to
Should be a creative title for you and the students to
determine if students are understanding the benefits and limitations of
associate with the activity. Think of the purpose as the
different savings tool and to start students thinking about what their
mini-rationale for what you are trying to accomplish
investment philosophy is and what the dangers and benefits are of
through this lesson.
investing.
Approx. Time and Materials/Procedures
How long do you expect the activity to last and what
materials will you need? What do you need to collect,
prepare, reserve, set-up, etc. ahead of time?

90 minutes
Savings tool match up (completed in the previous lesson)
Large sheets of paper
Colored writing utensils
Life Management book
Four buckets that range in size
Prizes (candy)

Pre-Assessment
How will you pre-assess students knowledge of the topic
to be covered? Describe both formal and informal ways
you will assess their knowledge

The pre-assessment will be discussing the savings tool match up and

determining if students were able to gain the accurate information from
the article they read the day before. As we go around the room, I will
determine if students can explain why they put certain answers with each
category.
(20 min) I will start the class by having each group present their poster so
that every student gets a chance to learn about each of the saving tools.
After each group presents, I will give them the three different scenarios
about different people's saving goals. In their group they will have 10
minutes to figure out what saving tool they would recommend to each
person in the scenarios. Then well go around the room and talk about
which tool they chose and why. This will allow me to see if the students
understand the different types of savings tools.

Anticipatory
Set/Focus/Hook/Engagement/Motivation/Introduction
The hook grabs students attention and engages them
from the start. These are actions and statements by the
teacher to relate the experiences of the students to the
objectives of the lesson and to put students into a
receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the ideas,
principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or

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CEP Lesson Plan Form

new concept is to be introduced.
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the largest
part of your lesson plan)

(Include a play-by-play account of what will

happen in the class from the minute students
arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)

Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an appropriate
conclusion. Used to help students bring things together in
their own minds, to make sense out of what has just been
taught. Any Questions? No. OK, lets move on is not
closure. Closure is used:
To cue students to the fact that they have arrived
at an important point in the lesson or the end of a
lesson.

After we discuss the scenarios we are going to look at saving and

investing vocabulary. These topics are so vocabulary heavy and most
students have not heard many of these terms before. With their table
groups they will be assigned 3 different vocab words. They will have 15
minutes to make posters defining and describing their three vocab words.
Once their time is up they will circulate around the room to write down
all the vocab words on their own papers so they will have them for the
rest of the unit. This will take about 20 minutes (3 minutes at each
poster). After they all have their vocab worksheets filled out they will go
back to their seats and we will talk about the five main things you want to
consider when looking for where to put your money; liquidity, safety,
convenience, interest-earning potential (yield), fees and restrictions. After
we have discussed this we will play the investing toss game. Each student
will get a chance to toss an object into a bucket. The bucket closest to
them has the lowest rate of return, but is the safest option, while the
furthest away bucket has the highest rate of return, but is the least safe
option. Once they have each had a chance to toss their object we will
discuss what they learned about their investment personality. Do they
think it would change as they got older? What do you think contributes to
someones investment personality? (This last activity will take the
remaining 30 minutes of class)
As a closure, we will discuss their investment personalities and how they
think they would change as they got older.

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To help organize student learning

To help form a coherent picture and to consolidate.
Differentiation/Modifications/Adaptations/Accommod
ations To modify: If the activity is too advanced for a
child, how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how will
you extend it to develop their emerging skills?
Assessment/Pre-Post/On-going
How will you know if students met the learning targets?
Review each learning target and determine the
assessment that met that target. Can the students answer
your inquiry questions? Write a description of what you
were looking for in each assessment.

Most of the projects that are done in this lesson are done as a group so
students can get help from each other if something is not making sense.
During the time that students are circulating around to write down
vocabulary I can check in with students and see if they need any
modifications or accommodations.
My first assessment will be going around the room and determining if
students were able to correctly match up the savings tool project. Once I
know that students understand each savings tool I will give them
scenarios to see if they can apply their knowledge and to give them an
idea of how these savings tools would be relevant to them. The
investment toss game will also help me to assess if students understand
their own personal investment philosophies and what the risks and
benefits of their philosophy is.

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CEP Lesson Plan Form

Post Lesson Reflection

To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
The majority of the objectives was achieved. Students were able to demonstrate an
understanding of the different savings type through the discussion we had about the
saving scenarios. Students were also able to identify their investment personality with the
tossing game. They were able to relate it to how comfortable they are with risk and
return. However, we ran out of time to talk about how investment personalities can
change throughout their life span.

1. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
The students took a longer time creating and writing down the vocabulary terms than I
expected. In the future I would teach the investment personalities in a different lesson so
we could focus more time on it.
2. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson we will start talking about saving for something that is more relevant
to the students. We will start learning about college and how to figure out which college
is right for them, as well as how to pay for college. The school college and career
counselor will come in to teach the next lesson and help the students set up their
Naviance accounts.

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CEP Lesson Plan Form

Banking, Saving, Investing Vocab

Inflation
Principal
Stock

Interest
Risk
Stockholder

Profit
Risk Averse
Bonds

Tax Free Municipal bonds

Maturity
Dividend

Real Estate
Liquidity
Diversification

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CEP Lesson Plan Form

Rule of 72
Market risk
Compound interest

Annual percentage yield

Assets
Mutual Funds

Saving Scenarios
Scenario 1
Aidens car is 12 years old and hes worried it might break down, so hes trying
to save three months of expenses for unexpected repairs, while also saving for
a new car. What are the best savings strategies for Aiden so he can keep his
money accessible for repairs, but also save for a new car?

Scenario 2
Madelines friends invited her to go to Cancun next year for vacation. She really
wants to go, but shes not sure if she can afford the $1,000 trip. She has $500
saved in her dresser and has one year to save the rest, but shes not sure where
to keep her money so she can maximize her savings. What is the best savings
strategy for Madeline and why?

Scenario 3
Scott is a freshman in high school and plans to attend college someday. His
grandparents gave him $5,000 to start his college savings, but hes not sure
where he should keep this money until hes ready to go to college. What would
be the best savings strategy for him?

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