Unit Title: HOME AND FAMILY ECONOMICS: “Home Management”, “Time Management” “Principles of Work Simplification”, “Money Management”

& “Family Budget Estimated Instructional Time: 7 – 8 days Subject/Course: Technology and Livelihood Education II Year/Level: Second Year Designer: Mr. Ervin Ryann M. Garcia

Stage 1: DESIRED RESULTS Establish Goals:
Students will develop proper knowledge, sufficient skills and right attitude towards successful home management—improving quality of family and home life, brininging happiness, stability and security to its every member. Students will at the same time understand human and non human resources and how each can be effectively and efficiently utilized to achievining mentioned goals

Students will understand that: • Home management consists of activities undertaken to achieve family goals and desires, providing ways for anyone to utilize their human and non human resources and some proven principles to consider aretowards achieving better and healthier living condition for individuals, familes and communities. Time management, being the process by which one makes use of time to attain both individual and family goals involves both making plans and carrying them out where having a system, planning ahead and learning which to prioritize are the keys of doing it successfully. Work simplification and dovetailing techniques can be used to reduce time and energy in accomplishment of tasks. There are some tips to simplify work at home and pointer for getting work done. Money management basically is income of the family wisely spent for fixed and flexible expenses to meet their needs and provide happiness to everyone. Family budget is a plan of expenditures that provides the necessities of life and contributes to the personal development and ahppines of every family member where one must consider the size of their family, income, kid of work each family member does, talents and abilities of every individual and the locality where they live. Operation budget specifically carried out without incurring any debts or deficit. Preparing a realistic one may be difficult family’s needs and demands are not given careful consideration and looked into objectively. Students will know... • Importance of, the human and non human • •

Essential Questions:
What are the things your parents do to ensure a wholesome, happy, healthy and secured family life?...Do they involve you in some of the planning, decision making and activities to better things out at home and for the benenfit of all the members in the family?...When you you willingly and actively take your share in achieving your family’s goal and desires in life, do you get positive results?...What are the things your family needs, tangible and non tangible to be happy, wholesome and secured? How do you work on them? With the so many things you’d like to accomplish in a day for yourself and for the family, how do you manage to achieve them? Do you often see yourself finding and trying ways to make things easier for yourself and for the family to achieve your goals?...Do you think they are effective? Were there some point in your family life where you experienced extreme financial tights?...Why do you think this happened and what did you do to overcome it?...What do you think you should consider doing to prevent it from happening again? How do you and your family normally spend for your daily needs and recreation?...Would you consider yourself a wise spender or impulsive buyer?

Students will be able to... Apply principles of planning, organizing, staffing,

sources of income and principles to be followed in peparing a budget as concepts for MONEY MANAGEMENT Importance of. Students are going to be divided into 4 groups with equal number of members but should be a minimum of ten only. but 2 middle born in highschool whose charccter should still be projected as 2 younger children in gradeshool significant and highly contributing member in the 2nd to the youngest who is still in pre-school who is brought and picked up to school daily by either father during special school days and in times when school service is faced with vehicular breakdown or road problem Youngest child still a toddler.resources as factors to consider in. A hand-out of the rationale.wise use of time and effort and other PRINCIPLES OF WORK SIMPLIFICATION Nature of income and expenses.) dialoguing. The challenge is to generate income for the family’s needs—preserve the well managed home and family finances by stretching out available resources and finding ways of sustaining savings for planned future investments and for all the children to continue with their studies. activity and time plan. Product: Planned activities such as distribution of shared roles. components of FAMILY BUDGETING in meeting needs and demands and leaving some for savings and investments for the family • • • leading or directing and controlling in efficient home management for the family Do own time and activity planning Make use of the tips and pointers to simplify work and use time and effort wisely Draft a realistic operational budgeting for oneself and the family that may really be effective if followed • • • • Stage 2: ASSESSMENT EVIDENCE Performance Tasks:“Doing One’s Share Actively in Times of Family Crisis” Students will do a roleplay of a family scenario where it is experiencing great family home and financial crises.etc. middle born. Eldest brother who is working as an accountant in a bank. or youngest child. suggestions for getting housework done. conditions affecting the. 16 months old 1 household help who has to stay with the family considering their situation Audience: (classmate who are going to witness group’s presentation how they deal with the problem) Friends and relatives who can only wish for the best for this family. Mother who is a plain housewife doing all the household chores but who has anyway earned a college degree. and proven management principles in effective HOME MANAGEMENT • Time and activity planning. 2nd child is in 4th year. that are best presented as a visual aid during the actual role play and their actual performance during the presentation Standards and Criteria: Each student will be evaluated based on the following criteria: . Each member has to play a role as a member of this big family either as a parent. for efficient TIME MANAGEMENT Tips and pointers for getting work done. etc. Costumes. visual aid (enlarged activity plan. graduating student 3rd child who is in his/her 2nd year in college May be increased or decreased into 1 only. specific household work and management tips to get work done to consider. family budget. None is excused in actively partaking in the shared roles to overcome the problem. family budget. Goal: For the whole family to overcome the crisis being experienced. Role: Father who lost his job because of his disability due to a major car accident—blinded and legs amputated. and the community from whom any needy family can seek support from. eldest. directorship on sequence of events should be thoroughly planned and prepared prior to date of presentation and execution. props. mechanics and GRASPS of this performance based assessment has to be distributed ideally on the 1st day of the meeting after the KWL.

. how would you look into the pros and cons of being a very organized person from that of being spontaneous and carefree? a) insightful b) realistic c) critical-minded Empathy – Suppose you were born in a family living below poverty threshold or someone born with a golden spoon. of organized applied and written of actions supporting and visuals’ thoughts as visual the solutions conveyed …………………………. 57 Summative Test Stage 3: LEARNING PLAN . how do you think would your attitude be when comes to money? a) Perspective b) Open-minded c) sympathetic d) sensitive/responsive Self-Knowledge – How would you rate yourself as a family member as you take your share in the home management? a) Reflective b) Responsive Other Evidences • • • • • • Oral and/or written responses to essential questions Quizzes prepared by the teacher Questions to Answer. 50.30% Comprehensible Extensive Careful Appropriate Impact on coverage of and theoretical well learnings and effective from role practically ………………………………………………………………………….10% _____ HIGHEST POSSIBLE SCORE 100% Evidence at the level of understanding: Explaining: Explain your idea of efficient home managemt? a) thorough b) clear c) justifiable Interpretation: With the notion “Don’t put off until tomorrow what you know you should do now”.00 daily allowance before. does it mean it’s always best to get things done even at the expense of you suffering from burn-out and fatigue? a) thorough b) clear c) justifiable Application: How would you stretch out your budget if from what used to be P200. 48. planning ahead of time seems to be one key factor to always consider... 47. 51.10% made……………………………………………. 43.43.15% analysis and possible learning identification choice play of and problem………………………………………………………………………...10% learning……………………………………………………………………………………………….43.Creative Evident and flawless execution of sequence transfer of events…………………………………….56-57 Enrichment Activity. pages 37. pages 38.15% aids………………………….. 47. pages 37. now it has become only P100? a) Appropriate b) Practical c) Efficient d) Effective Perspective: For successful and effective home management.10% audience’s thoughts…………………………. 56 Check yourself .

9. Evaluation: Review the lesson by asking the students to answer orally the questions under Questions to Answer on page 37 of the textbook. 4.Do they involve you in some of the planning. 3. Homework: On intermediate paper. Give the class a preview of the performance based assessment planned to take place on the 7th or 8th day of this unit lesson hile referring to the student’s accomplished KWL.. If still with time. Ask the students to answer also Check Yourself on page 37. 6. Importance of home management c. 7. money management and family budget Explain that all these pertain to nothing else but just home and family economics and that these will involve all the topics enumerated earlier which are all to be discussed the following meetings.. Withhold your position and perspectives as a teacher to what the students have shared. Definition Importance of home management b. orient the class about the concepts to be learned. Tackle the two types of family resources. have some student present their answers on the given assignment the previous day. Have two colums o the board and have several volunteers write examples of both types to come up with a list for both categories. write your answers to questions 1-3 of Enrichment Activities on page 38 of your textbook. have them . wholesome and secured? How do you work on them? 1. decision making and activities to better things out at home and for the benenfit of all the members in the family?. 2nd Meeting—HOME MANAGEMENT Hook: Tell the class that after they have thought of and discussed some practices.When youwillingly and actively take your share in achieving your family’s goal and desires in life.. what do they think is the best home management system.Learning Activities: 1st Meeting—HOUSING AND FAMILY ECONOMICS Hook : Ask essential and leading questions: What are the things your parents do to ensure a wholesome. Have a few volunteers to tell freely anything about their own home management system and style and rate for themselves how effective and successful their family have been doing it.What are the things your family needs. 8. Principles in the efficient management 5. time management. What I know about Home & Family Economics What I want to know about Home & Family Economics What you will learn about Home & Family Economics 5. 2. Tell the students to refer to pages 34 and 35 of the textbook. 3. 7. Rather. Summarize the lesson by asking the students to read In a Nutshell on pages 36 ad 37 of the textbook. work simplification. 4. 2. Present the class the most essential points they need to be equipped with to manage succesfully a happy and satisfying home and family life—family resources for effective home management. If not. successful home management principles. Divide the class into 3 groups. Add important and relevant missed out topics and points that are definitely going to be included in the lesson. management styles which obviously differ at some point and/or to greater extent among their families. instruct them to open their textbooks on page 33. healthy and secured family life?. Lesson Development 1. do you get positive results?. Raise this problem: How can the family utilize resources to meet/attain the family goals? Encourage the students to elaborate their answers. happy. Listen to their answers without validating their correctness and proven effectivity nor correct them for improvements. Have each group accomplish the KWL chart and present the output before the rest of the class... After hearing what the students have to say. tangible and non tangible to be happy. Disregard the direction on the book. 6. Write some important points on the board for every student to appreciate and contemplate on. Ask them to read and explain the meaning and importance of home management. Spend some time listening and reacting to students’ sharing and allow active interaction inside the class regarding questions presented before them. Distribute the KWL chart (manila paper). Hold a panel discussion where each student-panelist discusses the following: a. To be submitted the next meeting..

6. Ask as well if they sometimes see themselves finding and trying ways to make things easier. Get the students to react on it and compare it with own daily schedule. Support this idea with another notion. late submission of projects and finding no time for assignment preparation are due to poor time management. Ask the student to read In a Nutshell on pages to 42 and 43 to summarize the lesson. 5th Meeting – MONEY MANAGEMENT . how do you manage to achieve them? Have them share personal insights. Lesson Development: 1. 13. Refer them to pages 44 to 46 of the textbook. Why is the time plan important? c. Continue with the oral recitation by letting the students answer Check Yourself on page 43. 5.submit for checking. Evaluation: Tell the students to answer orally Questions to Answer on page 43 of the textbook. 3rd Meeting – TIME MANAGEMENT Hook: Ask essential and leading question to the class: With the so many things you’d like to accomplish in a day for yourself and for the family. Do sharing in the class. Homework: Do letter C of the Enrichment Activites on page 43 and customize it intended for your own family. Have them explain also the different forms of fatigue. 7. Allot ample time for this activity. Introduce the concept of work simplification to the class. 9. Present the sample time and activity plan on page 41. Have the students think of other household chores and tips to get these done. How do we simplify an activity to save time and effort? 2. Have several students present their time plan to the class. 8. What is work simplification? b. Lesson Development 1. Check accuracy of answers afterwards and collect their papers. Ask them further if they are able to finish their tasks at once or accomplishing these seems to take forever. Divide the class into groups of four and let them discuss among themselves the different experiences they encountered when they applied work simplification technique in accomplishing their assigned home chores. 2. What is the importance of work simplification? c. 3. 4. Brainstrom on the following: a. Then move on the specific househol management tips on page 42. Expect varied answers. Add their examples to the list given. Tell the class that the most of the common problems like coming late to school. Do they think those are effective? Let them among themselves suggest ways on how their classmates could have simplified their work. 4. 4th Meeting – PRINCIPLES OF WORK SIMPLIFICATION Hook: Ask the students what household chores are assigned to them at home. After the poetry reading. Relate their repsponses to the saying “Time is Gold”. then raise the following questions for oral discussion: a. Discuss with the class the time management suggestions on pages 41 and 42 of the textbook. Ask specific scenarios and what they would usually do. 12. Also. 6. Ask the students: What is fatigue? Tell them to got to page 46 of the textbook for its definition. Ask the student to read it to the class. 10. What is time plan? b.. Also. Evaluation: Answer on a ¼ piece of paper Check Yourself on page 47. “Don’t put off until tomorrow what you know you should and can do today”. 11. have them share something on experiencing physical and mental fatigue. Instruct the class to open their textbooks on page 39. Ask the students to read In a Nutshell on page 46 go summarize the lesson. Call their attention their responses to the poem of Henry Van Dyke. have them cite its importance. 3. Do book activity by having the student work on Question to Answer on page 47. How is a time plan prepared? 7. ask the students how they feel after reading the poem. Encourage open sharing of comments and suggestions. Make the students prepare their own daily time and activity plan on a sheet of pad paper. Expect varied answers. 5.

. Present an enlarged copy of the sample budget explain the different components 5. Quiz the students using the identification exercise under Check Yourself on page 51. weekly or monthly as allowances . 5. 8. Are the percentages of budget allocation properly distributed? c. Discuss the conditions affecting he family budget one by one. which ones will you adjust 7. Tell the students to open their textbooks on page 52. Then call on two volunteers to read aloud the definition of needs and demands on page 5 of the textbook. 6th Meeting – FAMILY BUDGET Hook: Ask essential and leading questions: How do you and your family normally spend for your daily needs and recreation?. 1. Tell the class to turn to pages 49 and 50 of their textbook. help in the family finances. 3. if they know the expense of their families. time will come you will end up with nothing to pull out from your pockets even at the very most crisis in the family? 2.. Have them write on the board the allowance they receive from their parents and the breakdown of their expenses. Ask if they would agree that one of the goals of every homemaker is to get the most from whatever they spend. getting considerably enough and those seemingly more than what’ needed. if they think this is enough for them and how they are going to manage their expenses so at least lessen and better. Evaluation: Tell the students to anser the Check Yourself exercise on a ¼ sheet of paper and let the students exchange papers to check their answers. Have them answer the following questions: a. 10.Would you consider yourself a wise spender or impulsive buyer? Let the class react on it. Then let them share this to he class. 3. 2. 9. Have them brainstorm on how they can economize so that they can save a certain amount monthly. food. 8. why they think this happened and what they did to overcome it. Present output to the class. Do you agree with the budget allocations made? If not. What is your comment as regards to the income of the family? Is this a real situation? b. Let a volunteer read the five principles in preparing a budget on page 50. 6. that one getting considerably enough and the other who obviously gets much. their expenditures for transportation. Evaluation: Have the questions under Questions to Answer on page 50 of the textbook be an essay test. how much is their daily allowance. 7. Homework: Do Question to Answer from page 56 of your textbook and writes answers in your notebook. 1. 9. Divide the class into groups of 3 according to how they classify themselves and join any of the 3 student who earlier represented getting the very little allowance. Check to. Call their attention to the sample monthly family budget on page 55. Say for example in their case as a student. Tell them to read about the importance of family budgeting. Ask the student if they know the sources of income of their family. Make a follow-up question if the homemaker in the family really takes time in budgeting. Write the words Needs and Demands on the board. Let the students read orally and explain each condition. 4. Call on volunteers to represent group receiving the lowest. Homework: Answer Enrichment Activity. Then say to the class: Do you agree with this statement? Do you agree that family budgeting is a must otherwise. Ask too what they think they should consider doing. 7th Meetting – PERFORMANCE BASED TASK: “Doing One’s Share Actively In Times of Family Crisis” .Hook: Ask essential leading questions if in the family there were some point in their lives where they experienced extreme financial tights. supplies. Relate this two concepts to family budgeting. Instruct the students to prepare their own family budget and tell them to be ready to present this in class. to prevent it from happening again. Move on to the components of a family budget on pages 53 and 54. Lesson Development Write this on the board: Planning the family budget is an important family affair. Have another volunteer read In a Nutshell to summarize the lesson. Discuss the nature of income and expenses with them. 6. 4. 10. Do a cap by having someone read In the Nutshell on pages 55-56. page 57 of your textbook on your notebook. Have each group come up with their own common chart showing how much they receive daily. etc. Let the students differentiate one from the other. Call on one to two to present output it when everyone else is done. Lesson Development Find out who receives the least amount for an allowance and that one who gets the highest.

10. 6. Do this in a draw lots. Leave them with the simple parting words: “Remember that as future homemakers. 5. stable family life. 9. time and energy must be managed all together efficiently.” Materials and Resources KWL chart (manila paper) A n enlarged sample pie chart explaining the different components of a family budget Calculator Students Props for the PBT-Roleplay Marginal Notes . resources such as people.. money. Entertain questions. to loosen up the tension out of their nervousness and restlessness. Remind the class that this whole day is allotted for the roleplay where everyone is going to witness how much and well they have prepared for this project... very much the skill that’s currently being taken up and studied. Close the lesson by calling on 5-6 student what their vivid learnings are about the 5 major topics they have taken up. Allow other classmates to react and give insights to what they have just watched from their classmates.7. Find out in what order each group will present. Review the class of the rationale. . Give signifant observations and feedback on each groups performance based on evaluations made. how they think will they be performing and over all end-result of their performance. wisely. 3.GROUP PRESENTATIONS. 4. in order to achieve the ultimate goal of a wholesome. otherwise. 2. mechanics and GRASP especially the criterions for scoring on this project. if any. Check readiness by asking how they have prepared for this. etc.1. Inform the class of the other points to remember like the time constraint for each group of only 15-20 mins. 8. this would have to be extended until the next meeting and to use the time allocated to them.