Family Economics & Financial

Education
A Collaborative Project Among:
Financial Statistics Puzzle 5.0.18

Prepare puzzle pieces Play activity

 Type financial statistics  Give each participant a
using a large font and piece of a puzzle
landscape layout, type  Direct participants to
one statistic per page find others that have the
 Print each statistic on same color paper
different colored paper  Once they find everyone
 Cut each page into 4-7 with the same colored
pieces, creating a paper, the group must
separate puzzle for each put their puzzle together
piece of paper to reveal the financial
statistic
Facilitation Tips

Once the statistics have been formed they can

be posted on butcher paper. Give participants
the opportunity to walk around and give initial
feedback on the statistics
Have participants display their statistics in
different areas of the school or community
Do fact or fiction statistics instead of all fact
encouraging discussion among participants
Four on the Floor 5.0.7

 If a worksheet is in front of a participant, he/she must answer one of

the questions and write down the response
 Then he/she crinkles the worksheet into a ball and tosses it across the
room
 The participant closest to the worksheet must pick it up, answer one of
the remaining questions, crinkle it into a ball, and toss it across the
room
 This continues until all questions have been answered on the
worksheet or until a certain time limit has been reached; because the
questions are open ended, the activity can go on for as long as seems
appropriate for the group
 After the activity is finished, have the last participant answer a
question and keep the worksheet
 Choose one question to discuss first and have the participants read the
corresponding responses aloud
 Discuss the questions and answers
Facilitation Tips

Create many sheets with many different

questions, thus having many different
questions being tossed around the room at the
same time rather than having the same four
questions being tossed around
Have participants toss the paper to the center
of the room and retrieve a different one than
the one they threw
 Project Mission
“Provide educators with no-cost
curriculum materials and the skills and
confidence to effectively teach family
economics and finance”
Curriculum Development

Curriculum developed by educators for educators.

The team of educators developed, taught, and
evaluated curriculum materials
– The educators were part of the project’s Master
Teacher program;
• Educators complete a week-long training, use the
curricula in their classrooms and provide continued
support to FEFE through evaluation and development
of new materials and newly trained family finance
educators
Curriculum Development

Aligned to state and national standards

Up-to-date
Designed using a family based approach and the
multiple intelligences model, in a ready-to-teach
format requiring minimal educator preparation.
Lessons may be taught independently, in units, or
as a semester course “Take Charge of Your
Finances”
Curriculum Types
Over 100 Lesson Plans!
 Take Charge of Your Finances
– Approximately 60 lesson plans
designed for students grades 10-
12
 Get Ready to Take Charge of
Your Finances
– Approximately 15 lesson plans
designed for students grades 7-
9, or those with limited financial
knowledge
 Finance Simulations
– Applied assessments for both
Take Charge and Get Ready
curriculums
 Bulletin Boards
– Create a positive learning
environment
 Active Learning Tools
– Quick activities to introduce a
lesson, review content learned
and/or keep students actively
engaged
 Enhancement Tools
– Project based learning
 Workshop Guides
– The most important content
condensed into a 60 min workshop
format
Beach Ball Toss

 The first time the beach ball is tossed use a red

marker to write on the beach ball examples of
expenses
 Continue until the facilitator says stop
 The second time the beach ball is tossed, use a black
marker to write examples of income on the beach ball
 At the end of the activity have one participant read
off the different types of expenses and the different
types of incomes indicated on the beach ball
Facilitation Tips

Place masking tape on the beach ball and

instruct participants to write on the tape to
allow the ball to be used multiple times
Use the same color marker to have participants
at the end of the activity review expenses and
income without reading each based upon the
color it was written in
Attitudes about money 5.0.2

 5 different statements have been hung around the room

 Instruct participants on their sticky notes to write the
first thing that came to mind when they heard the
statement
 Instruct participants to go and hang their sticky note by
the appropriate poster
 Discuss with participants the statements and give some
examples of what was written on the sticky notes
Facilitation Tips

 Group Activity
– Have groups share with each other what their responses
were to the individual questions
 Individually
– Hand out an Attitudes About Money worksheet 5.0.2.A1 to
each participant
 Brainstorm sheets
– Can also use butcher paper for the participants to attach
their sticky notes to, or they can write directly on the
butcher paper
 Educator led discussion
– The educator will read the questions and discuss answers
aloud with the participants
CURRICULUM DESIGN &
CODING
Ready-to-Teach Design

 Lesson Plan
– Introduction
• All background information
– Body
• Recommended step-by-step facilitation
– Conclusion
• Activity based review
– Materials
• List of necessary supplies
– Resources
• Reference lesson plans, documents, Web sites and more for
additional information
Lesson Plan Components
 Worksheets
– Test student’s knowledge
– Consistent format
– Can be used in multiple
ways
 Note taking guides
– Graphic organizers to help
participants make note of
key content within the
lessons
 Answer Keys
– Created for all worksheets
and assessments
 PowerPoint presentation
– Guides student learning
– Created for most lesson
plans
 Information Sheets
– Serves as the student’s
text book
Curriculum Coding

 Designed to identify curriculum materials in each unit

and lesson plan
 Code appears in the upper-right corner of all pages
 Understanding the coding system is critical to
effectively navigating the Web site
 Helpful when asking the FEFE staff questions to
reference the code
 Refer to Curriculum Coding System document
Curriculum Coding

 First Number [1.4.3.A1]

– Curriculum Type
• 1 = Take Charge of Your Finances
• 2 = Get Ready to Take Charge of Your Finances
• 3 = Finance Simulations
• 4 = Bulletin Boards
• 5 = Active Learning Tools
• 6 = Enhancement Tools
• 7 = Workshop Guides
 Second Number [1.4.3.A1]
– Unit Code 1-30
Curriculum Coding

Third Number [1.4.3.A1]

– Lesson Plan Number
– Lesson Plans are not listed in recommended teaching order

Fourth Number (Letter and Number) [1.4.3.A1]

– Materials Code
– The number after the materials code differentiates between
multiple materials of the same style
 Examples:
– 1.4.3.A1
– 2.4.1.L1
FREE Curriculum!

All curriculum is available for no cost!

 Must create a user name and password to download materials

 Can edit personal profile at any time
– All spaces must be filled in for the profile to be created properly
 Can choose to receive important FEFE announcements
including curriculum revisions, the bi-monthly newsletter, and
training updates
 Can “Contact Us” to receive staff support
Employed Within Every Lesson

ACTIVITY BASED
LEARNING MODEL
Activities

Twister 5.0.10
Part of the Understanding Your Paycheck
lesson
Activities

Diving Into
Spending Plans
lesson
Activities

Fly Swatter Facts

5.0.28
Multiple boards can
be occurring at once
Family Finance Simulations

Life in… & Life of…

 3.18.3.G
1

Welcome to Life in…

 Research based ready-to-teach family

finance spending plan simulation.
– Designed to emulate the “real life” constraints
households encounter when managing their
finances.
– Designed as a community of 25 individuals in
18 households.

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
 3.18.3.G
1

Life in Objectives

 Create a spending plan

 Provide realistic insights into the costs of living
associated with the spending plan process
 Incorporate the use of the decision making
process into daily life
 Demonstrate the relationship between income,
education and career opportunities

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
 3.18.3.G
1

Boykin Family

Personal Profile
Race/Gender/Age
Marital Status Children
Martrell - African American Male, Age 40 None
De’ara - African American Female, Age 35
Married for 8 years
Residence
Metropolitan Area
2-5 Million
Occupation
Educational Level
Martrell - Surveyor
Martrell - Associate’s Degree
De’ara - High School Family and
De’ara - Bachelor’s Degree
Consumer Sciences Teacher

• Have a cat named Melvin who costs $56 monthly

• Recently purchased a home
• Additional health care expenses for fertility drugs and saving money to adopt a child

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
 3.18.3.G
1

Spending Plan Process

• Complete a spending plan for scenario;

– Housing;
– Transportation;
– Insurance;
– Food;
– Average expenditures;
– Credit and Chance Cards;
• Goal is to reach zero
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
 3.18.3.G

Sample Life In… 1

Housing Options
Mortgage: $1,246.59/mo.
 Mortgage: $671.02/mo. 
Insurance: $90.67/mo. Condominium
Property Taxes: Association Fee:
$405.01/mo. $150.00 (covers
Repairs & Maintenance: water/sewer, garbage,
$433.00/mo. and building
House A Down Payment: maintenance)
$259,900—A 1963 $21,980.00 House B Insurance: $15.83/mo.

sq. ft. three story Total Interest Paid $139,900—A 900 sq. ft. Property Taxes:
fixer-upper home (over lifetime of loan): condominium featuring $218.01/mo.
featuring 5 bedrooms, $240,850.76 3 bedrooms, 1 Repairs & Maintenance:

2 bathrooms, family Location: Anywhere bathroom, $83.16/mo.

room, living room, window air Down Payment:

laundry room w/ conditioning, extra $27,980.00

washer/dryer, porch, storage, and pets are Total Interest Paid

fenced yard, and 4 allowed. (over lifetime of loan):

car garage. $129,646.10
Location: Anywhere

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
 3.18.3.G
1

Facilitation Methods

 Facilitator guided
 Semester course
 Throughout or at the end as an applied assessment
 Workshop (about 3 hours)
 Independent study
 Career development
 Your own creative way

Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Family Economics & Financial Education

Get ready to Take Charge

of Your Finances

Life Of…..

Taylor B. Jones
“A Teenager’s Spending Plan”

Funded by a grant from32

Take Charge America, Inc.
Family Economics & Financial Education

Snapshot
Taylor B. Jones

• Attends North Shore High School

• Participates in motocross competitions
• Member of the chess club
• Part time job at Cubby’s Restaurant & Grill

Take Charge America,33

Funded by a grant from33 Inc.
Family Economics & Financial Education

Snapshot
Taylor’s Income and Expenses

• Taylor’s Income Taylor’s Expenses

– Cubby’s Restaurant & Grill – Transportation
• $7.25/hour • Fuel
• 10 hours a week – Other Items
• $75.00/ month for tips
– Allowance
• $20.00/month
– Gifts
• $50.00 birthday gift

Funded by a grant from34

Take Charge America, Inc.
Family Economics & Financial Education

Jones’ Major Family Expenditures Summary

• Browse through page 5-7

• House
– Family Size
– Hobbies
– Lifestyle
– Other Family Dynamics
• Transportation
– Taylor
• Get to and from work
• Taylor must pay for his own fuel expenses
– Jones Family
• Family Size
• Neighborhood Car pool

Funded by a grant from35

Take Charge America, Inc.
Family Economics & Financial Education

Sample Housing Options

House A
A 1963 sq. ft. three story fixer-upper home
featuring 5 bedrooms, 2 bathrooms, family
room, living room, laundry room with
washer/dryer, porch, fenced yard, and 4 car
garage.
Monthly Payment: $2454.32
House B
A 1016 sq. ft. single story mobile home
featuring 3 bedrooms, 2 bathrooms,
fireplace, porch, shed and small lot.
Monthly Payment: $478.65
Utilities: $170.85

Utilities: $206.20

Funded by a grant from36

Take Charge America, Inc.
Family Economics & Financial Education

Facilitation & Acquiring

• Educator facilitated in 3-4 45 minute class periods

• Life of Monica Erickson, Life of Ben West, Life of

Mandy Gonzales, and Life of Carlos Chavez are also
available

• Others will be coming soon!

Funded by a grant from37

Take Charge America, Inc.
MoneyWorld Squares 5.0.8

Choose 9 participants to be the activity board

Activity Board Diagram

Stand Stand Stand
Sit on Chair Sit on chair Sit on
chair
Sit on Floor Sit on floor Sit on
floor
MoneyWorld Squares 5.0.8

The first team selects a square

Facilitator reads a question to the person in a
square
– The square answers the question (not the team)
– After the square answers, the team chooses to
agree or disagree with the square’s response
 MoneyWorld Squares 5.0.8

 If the square answers correctly and the team agrees with

the answer or if the square answers incorrectly and the
team disagrees with the answer, the team gets that square
– The square then holds the letter, X or O, that corresponds with
the team in front of them and the play moves to the next team
 If the square answers correctly and the team disagrees
with the answer or if the square answers incorrectly and
the team agrees with the answer, the team does not get that
square and play moves to the next team
– If a team does not get a square, the square is not automatically
won by the other team
Facilitation Tips

If there are not enough participants to be a

activity board the individuals can play the
activity by hanging the X and O cards on the
board and playing a activity of tic tac toe as
they get answers correct
If there are enough participants for multiple
activity boards designate one individual to be
the host with the questions and answers to help
facilitation
FEFE WEB SITE
Where to login/Create an account
Personal Profile
Curriculum Main Page
Career Table of Contents
Career Research 1.1.2
File Download
Professional Development
Professional Development

 FEFE Newsletter with curriculum updates and important

announcements
– Must have indicated “Yes” on the FEFE Web site log-in
 National Conference each June in Tucson, AZ
 A limited amount of grants will be available each January
 Week-long annual training conference;
– Provide educators with background knowledge to teach personal finance;
– Allow educators to experience the lesson plans to feel more comfortable
teaching them;
– Provide educators with all of the printed curriculum
and materials necessary to teach the lesson plans;
– Network with other professionals
Educational Support
Contact Us
Contact Information

Address:
Family Economics and Financial Education
The University of Arizona
650 N. Park Ave Room 427
Tucson, AZ 85721
E-Mail: fefe@cals.arizona.edu
Web site: www.fefe.arizona.edu
Any Questions?