Title: “Magic Lamp” Balancing Art.
Description: 11th grade students make budgeting decisions that affect their future and provide their family with economic security
At a Glance
Grade Level: XI.
Subject(s) sort: Home Economics.
Subject(s): Home Economics, Management, Economics and Mathematics.
Topic: Balancing Art (Art of Budgeting).
Key Learning’s: Critical thinking, Investigation, Decision-making, Problem Solving, Creative thinking.
Time Needed: Approximately 5 weeks, 5 sessions in a week, one session = 45 minutes.
Family income is one of the most important means by which satisfactions of life can be attained and In order to get the best out of the family’s income it is necessary to manage it properly. Putting on the hat of their parents, students will use problem solving skills, identify and prioritize personal and financial goals, create a plan to achieve those goals and set up and maintain a personal budget.
They work in team, critically think on different aspects of money management, examine spending behaviors and patterns, and use Visual Ranking to prioritize and rank the most perfect method of spending money in order of their impact on future savings. They also use Seeing Reason Cause and Effect Map to analyze the factors that influence budget making. Using the Showing Evidence tool they find out the evidences to support or refuse a claim They investigate, analyze and synthesize data collect from Internet and other sources, use spreadsheet and able to plan and rationalize own family and personal budget . Finally students prepare a presentation for an authentic audience to propose practical, as well as economically feasible, budgeting decisions that could affect their future and provide them with economic security
Curriculum- Framing Questions
Is it in reality a magic lamp that fulfills life’s dreams?
How can I get what I want?
How can you plan for the future to ensure you will be able to afford the lifestyle of your dreams?
What influences budget making?
Why set goals?
Where does your money come from and go?
What are different ways of spending income in families?
What are the factors that influence budget making?
How to create and maintain a budget?
What does a budget do for you?
Have students use a variety of student-centered assessments such as checklists and learning logs to help them understand the concepts. Through questioning and discussion, assess and build upon their prior knowledge. Use questioning throughout the unit to help students develop their higher order thinking skills and process content. Use anecdotal notes to provide feedback and reflect on learning throughout the unit. Have students used the checklists and scoring rubric to help them self- and peer- assess work prior to their report and presentation’s completion. Have students complete a test quiz at the end of the unit. Teacher uses the test score and the scoring rubric to assess and grade the final project. Both formative and summative assessment will be used at various times during the project.
Before project work Students work on after project work is completed
Begins Projects and complete tasks
Collaboration self and peer assessment checklist
Student Objectives/Learning Outcomes:
- Identify and prioritize some of personal and financial goals.
- Identify the step taken and the resources need to achieve goals.
- Analyze spending behaviors and patterns.
- Choose a method of handling money that will satisfy all members of family.
- Understand the reasons to maintain a budget.
- Plan and rationalize a family budget that supports personal and financial goals.
Targeted State Frameworks/Content Standards/Benchmarks:
Home Economics, National Standard Grade – 11, Board of Intermediate, Karachi, Pakistan.
Prior to instruction
These issues need to be taken care of
- Discuss with school management, make sure about internet facilities etc.
- Research on the Internet and educational encyclopedias (bookmark relevant websites).
- Keep different reference books, magazines, articles in the classroom.
- Collect images and save on flash drives for the students needs.
- Prepare an implementation plan explaining the instructional cycle.
- Plan classroom follow-up activities: Visual Ranking, Seeing Reason, Showing Evidence, Survey questionnaire, checklists and rubric.
Session One: (Getting Started)
Let the students assume the role of Parents as they tackle this project. Divide students into mixed ability groups, each group having six members. Assign a team name and ID to each group. Assign roles and responsibilities to group members. Keep record of Email addresses of students and provide teacher’s Email address. Provide teacher ID and instructions for using the online thinking tools. (Visual Ranking, Seeing Reason, Showing Evidence)
Following this, discuss the importance of collaboration for the success of the project. Encourage students to use the collaboration self and peer assessment checklist throughout the project as they work on different activities. Also reflect their experiences at the end of project. Have students keep journals for anecdotal notes to reflect on and respond to activities and questions throughout the unit.
Introducing the unit:
Pose the Essential Question; “Is it in reality a magic lamp that fulfills life dreams?
Prompt students to think and write their initial responses in their journals. Have students share their responses and thoughts in pairs. Ask students not to limit their thoughts and share the points discussed in their groups with the class.
Narrow down the discussion and introduce the topic with a brief group discussion responding to the following Unit question:
- How can I get what I want?
- How can you plan for the future to ensure you will be able to afford the lifestyle of your dreams?
Start session with previous reflection. Pose question: What gives our life meaning? Note down responses and discuss Why set goals?
Have students individually work through Working with Your Goals. Ask students which of your goals are based on your living conditions? List the answers, separating them into short-, intermediate-, and long-term goals. Prioritize one of the most important goals from each group. Have the class brainstorm what steps they could take and what resources they would need to achieve those goals.
Revise previous activity, Pose question where does your money come from and go?
Have students identify their family source of income. Pose question what are different ways of spending income in families?
Give focus on each method of spending income. Explain that no two families have the same pattern of handling and spending income, even though they have identical incomes, needs, and desires.
Ask students to identify what pattern can you see in your family spending habits? Give take home activity, Discuss the following question with their parents does the pattern of spending followed by your family give you a feeling of satisfaction? Does your saving pattern result in savings? Is it convenient to use?
Session Four: (Rank Priorities)
Have students discuss responses received from parents. Note down these responses in a journal. Distribute the criteria for judging methods of handling family income handout. Have students log into their Visual Ranking team space. Explain that every family is faced with financial decisions. Clarify that there is no ideal method of handling the family finances which could be used by all the families. The choice of a method of handling income that will give all members of a family a feeling of satisfaction is a major importance in the life of any family. Remind them to wear the hats of their parents as they use the Visual Ranking Tool and rank these methods of handling income in terms of their security and a way to save for their future.
Point out the prompt: Rank the most perfect method of handling income in order of their satisfaction on your future.
Remind and make sure teams refer to the criteria for judging methods of spending family income handout as they rank and defend their decisions. Have them use the comments feature of the tool to explain why they placed the methods in that particular order.
Examine the Visual Ranking Activity:
The Visual Ranking Activity work space below represents one team’s ranking.
Project Name: Being Thrifty is so nifty!
Prompt: Rank the most perfect method of handling income in order of their satisfaction on your future.
Session Five: (Comparing Rankings and Responding to Questions)
At the end of the activity, each team has their list of priorities. Encourage the students to discuss with another group about their list and know the reason for their ranking. Ask questions to foster discussion and help students formulate their rationale:
- Why do you think your list of priorities is different with other teams?
- Why have you chosen to rank the methods in the order you have?
- Does your method of priority meet the criteria given in handout?
After comparing group lists and discussing learning outcomes, have students return to the Visual Ranking Tool. Give them a time to adjust their ranking and comments as needed. Have each group compare its list with the “Class Average”. Have them print a report of this comparison and attach it in Anecdotal notes journal.
Brainstorm with the question: How can the family use its money to get the best advantage in each of its life cycle?
Ask students consider the priorities of Visual Ranking activity and discuss their thoughts with peer groups. Have students completed a group discussion and to do research for investigating about:
What a budget does for you?
Give tips about the use of Internet search techniques and ensure that they make a work cited page. Educate them about copyright ethics, provide and clarify fair use guidelines and ensure that students do not Copy/Paste information from websites.
Provide a list of resources for research on topic. Facilitate students while they browse the Internet and/or library resources within a given time limit.
Arrange for students to share collected information during classroom discussions within their own group. Each group will make a folder on the college computer to save their documents.
Session Seven: (Cause & Effect Relation)
Brainstorm with the discussion that no two families can have the same spending plan. Even for the same family it may not remain the same for two consecutive months. Pose with the question: Why we cannot all use the same budget?
Have students used the brainstorm ideas, pose the Unit Question: What factors influence budget making?
Ask students use the Seeing Reason Tool to help them determine the factors which influence budget making. To identify positive and negative factors that influence budget making, have student teams go to their Seeing Reason account, log on and use the Seeing Reason Tool. Explain instructions of seeing reason activity. While working on the Seeing Reason Activity encourage the students to add the factors and establish relationships and add a description of the factor. Clarify that the tool is used to show the cause and effect relationship of how these factors are inter-related and how they influence each other. Have students work with each other during the mapping, research and revision process.
Examine the Seeing Reason Activity:
The Seeing Reason Activity work space below represents one team’s investigation.
Project Name: Got Budget!
Question: What factors influence budget making?
Session Eight: (Discussion on Cause and effect maps)
After maps are complete, encourage the students to view another group’s maps and discuss the cause and effect relationships and explanation or evidence for the factor and relationship. Encourage teams to use the description feature of the activity and articulate their thinking behind the maps. After discussion, provide time for the students to revise their maps.
Session Nine: (Art of Budgeting)
This activity is designed to provide students with real-world application of classroom curriculum. Students will be required to make budgeting decision in the light of factors which influence family budget. Pose question How to create and maintain a budget? Distribute the handout Art of Budgeting. Explain the budgeting process, setting up and maintaining a budget through presentation Art of Budgeting.
Have students set up a family budget using the Spreadsheet, which supports their family and financial goals. All students will work on someone else’s budget together. The basic information about take home pay and expenses will be collect by particular family. Remind them follow the steps given in Art of Budgeting handout.
Session Ten: (Rework on Budget)
After one week each group will complete this activity, assess it with given criteria in checklist of success budget and share with the class. Ask students:
Does the budget seam reasonable?
How did your choice of savings serve you later when inflation hit, or any emergencies arose?
After discussion, provide time for the students to revise their plans. Introduce online budget planner Do it your self. (www.moneysavingexpert.com) it can easily save and work on family finances without wasting time every month
Session Eleven: (Showing Evidence)
The session begins with the review of Art of Budgeting activity. Take feedback about such experience. Have students discuss some families or people who are probably afraid and feel strongly that budgeting is an unpleasant activity and means they have to financially deprive themselves. They think if they have more money for life satisfaction they don’t need to plan a monthly budget.
Is it boring or time consuming activity?
Does every family need budget, or only a family having low income?
Pose question: Is budgeting a punishment for not being born wealthy?
Have student teams go to their Showing Evidence account and log on. Explain the tool. Have students research, analyze evidences, reasoning and organize them through the use of Showing Evidence Tool, give support or reject claim with at least five evidences or authentic data with reliable source. Ask students follow the criteria of quality and strength of evidence.
Examine the Showing Evidence Activity:
The Showing Evidence Activity work space below represents one team’s evidences
Project Name: A Bad Word! “Budget”
Claim: Budgeting is a punishment for not being born wealthy?
Session Twelve: (Real-Life Connection)
After activity is complete, encourage the students to review another group’s work and engage in a debate to prove or reject the claim.
Following this discuss the need to save money. Have students plan for an emergency need. Is the credit card really the best way to pay? Ask students record your responses on journal for further reference.
Session Thirteen: (Data Manipulation)
Have students conduct a web search to obtain information and make suggestions and tips for maintaining a budget and wise money management. Remind them use list of resources and strictly follow fair use guidelines.
Session Fourteen: (Create presentations)
When activities finish, have student teams begin developing their multimedia presentations. Remind them they are playing the role of parents and the purpose of their presentation is to inform the audience about how can they plan for the future to ensure they will be able to afford the lifestyle of their dreams?
Emphasize the importance and art of budgeting and need to save money. Ask students approve an outline of the presentation before students develop multimedia elements and consider multimedia checklist. Remind students to abide by copyright rules when using information and pictures in their presentations.
Session Fifteen: (Wrap it up)
Revisit the Essential Question: Is it in reality a magic lamp that fulfills life dreams? Note down new responses, compare it with the responses taken in the beginning and discuss how ideas have changed or stayed the same based on what they have learned in the unit. Have students answer the quiz to check the understanding.
Student groups peer-evaluate and review the projects using the project rubric. The teacher, using the same rubric, makes the final evaluation with comments and grades.
Student should have basic knowledge about the
- Management Process.
- Resources. (Money)
Students should have
- Basic computer knowledge (Microsoft Word*, Microsoft Excel* and Microsoft PowerPoint*).
- Capability to search cites related to the topic and use of Internet browsing.
- Present instructions in a variety of ways.
- Select helpful class partners who can support her needs.
- Allow extra time for study or complete their task.
- Have them search material from Internet which can be used to investigate complex questions.
- Require more in depth information on all aspects of their project.
- Have the student serve as an expert during research.
- Have them create a spreadsheet on budget.
- Responsible for compiling the portfolio and end product.
Rubina Fazal is Degree level Home Economics teacher at A.P.W.A. Government Degree College for Women, Karachi, Pakistan.
Materials and Resources:
Experience in Home Making. By Laiteum Miller.
Management in the Home. By Lillian M Gilbreth. Management for Better Living. By Mary Catharine Starr. Text Book of Home Science. By Premlata Mullick.
Management in Family Living. By Paulena Nickell & Dorsey.
Supplies Writing sheets, Papers for printout, Stationary.
Pictures and other information from Microsoft Encarta
Technology – Hardware Computer(s), Projection System and Printer, Internet Connection.
Technology – Software Database spreadsheet, Encyclopedia on CD Rom,
E-mail Software, Internet Web Browser, Multimedia,