5 WHOLE CLASS minutes Start with the context for learning question. Have students brainstorm possible reasons. Teacher Note: Possible reasons (context for learning question) too difficult/complicated too much effort/too lazy don’t know how numbers scare me shopping makes me happy – sticking to budget does not 10 Think-pair-share: brainstorming minutes Distribute Appendix A. In pairs, students brainstorm with their partners, what living expenses/costs a person would likely have at each of the different life stages (baby, child/teenager, young adult, middle age, senior). Generate a master list (chart paper or electronic) for reference. Timing Lesson Sequence Assessment for and as (Mins.) Learning Opportunities (self/peer/teacher) MINDS ON (cont’d.) 10–15 Whole class: discussion minutes Examine each of the living costs, and identify which costs (depending are needs and which costs are wants. on video usage) Which costs change per month and which do not change? Watch the following video:
5 minutes WHOLE CLASS Start with the context for learning question. Have students brainstorm possible reasons. Teacher Note: Possible reasons (context for learning question) too difficult/complicated too much effort/too lazy don’t know how numbers scare me shopping makes me happy – sticking to budget does not 10 minutes Think-pair-share: brainstorming Distribute Appendix A. In pairs, students brainstorm with their partners, what living expenses/costs a person would likely have at each of the different life stages (baby, child/teenager, young adult, middle age, senior). Generate a master list (chart paper or electronic) for reference. Timing (Mins.) Lesson Sequence Assessment for and as Learning Opportunities (self/peer/teacher) MINDS ON (cont’d.) 10–15 minutes (depending on video usage) Whole class: discussion Examine each of the living costs, and identify which costs are needs and which costs are wants. Which costs change per month and which do not change? Watch the following video: