c. Research the different c. Define economy. Discuss with students who all make c. Observation and roles in the economy up the economy (producers, consumers, savers, questioning such as producers, workers, investors, spenders, etc.). Ask students if the consumers, savers, economy would continue on a profitable course if any workers, and investors. of the roles listed were missing. Discuss each group’s (T3, T6, CCE1, CCE2, role in stabilizing the economy. CCE3) Instruct groups to take on one of the roles. (Be Essay Rubric sure all are covered.) Research it, and write a brief essay of its importance to share with the class. d. Examine the tools that d. Ask students if they have a particular method for d. Graded Assignment can be used to manage saving Discuss several options (the envelope financial resources. (T3, system, etc.) as useful tools for managing money. T6, CCE1, CCE2, CCE3) Challenge students to try a new method and report on it at the end of the week to see how successful it was. Discuss online bill pay and using computer finance software to budget, save, and so forth. Reiterate the benefit of financial advisors and their role in helping manage income. e. Examine e. See performance task below. e. Performance Task Rubric consequences of economic choices made by individuals. (T3, T6, CCM1, CCM2, CCM3) Performance Task Performance Task Title: Let’s Buy a House! You are a homebuyer. But you want to be sure that you can afford it. Surf online to find the house you would like to purchase. After finding the base price, research what will be added to this cost for your mortgage and what those values would be for your community. Add the current interest rate, insurance, taxes, realtor fees, and so forth to come up with your monthly payment on a 30-yr mortgage. Multiply that by 360 months, and that is how much the house will actually you. Provide your calculations to your teacher. “cost” Attachments for Performance Task Performance Task Rubric (Located in Appendix A) Unit Resources Books
c. Research the different roles in the economy such as producers, consumers, savers, workers, and investors. (T3, T6, CCE1, CCE2, CCE3) c. Define economy. Discuss with students who all make up the economy (producers, consumers, savers, workers, investors, spenders, etc.). Ask students if the economy would continue on a profitable course if any of the roles listed were missing. Discuss each group’s role in stabilizing the economy. Instruct groups to take on one of the roles. (Be sure all are covered.) Research it, and write a brief essay of its importance to share with the class. c. Observation and questioning Essay Rubric d. Examine the tools that can be used to manage financial resources. (T3, T6, CCE1, CCE2, CCE3) d. Ask students if they have a particular method for saving Discuss several options (the envelope system, etc.) as useful tools for managing money. Challenge students to try a new method and report on it at the end of the week to see how successful it was. Discuss online bill pay and using computer finance software to budget, save, and so forth. Reiterate the benefit of financial advisors and their role in helping manage income. d. Graded Assignment e. Examine consequences of economic choices made by individuals. (T3, T6, CCM1, CCM2, CCM3) e. See performance task below. e. Performance Task Rubric Performance Task Performance Task Title: Let’s Buy a House! You are a homebuyer. But you want to be sure that you can afford it. Surf online to find the house you would like to purchase. After finding the base price, research what will be added to this cost for your mortgage and what those values would be for your community. Add the current interest rate, insurance, taxes, realtor fees, and so forth to come up with your monthly payment on a 30-yr mortgage. Multiply that by 360 months, and that is how much the house will actually “cost” you. Provide your calculations to your teacher. Attachments for Performance Task Performance Task Rubric (Located in Appendix A) Unit Resources Books
STEMApplications2011.docx