Group 17 Overview of Lesson: The students will be playing the game Spent and then creating their own

monthly budget given a specific life situation. They will need to look up the prices for many things like food costs, rent for an apartment, or mortgage for a house and balance their spending in order to help them learn to create a budget when there are limitations to what they can do with the money they earn. The learners for this case are 10th and 12th graders that have to take the class to graduate. They are all different types of learners and because the class is required, some may not have a lot of motivation to pay attention and do well in class. The environment is four children per table with internet connection, a projector, and interactive whiteboard. Each student has a laptop to use in the classroom. It is also outside a city by about an hour, so some students do not have internet at home. Research and game playing has to be done at school. The goals for this lesson are to have the students understand how to create a budget within their life means. It is also important for them to learn that they will have to make difficult decisions based on how much money they have and how many necessities they have to pay for. We hope the students will learn how to make a budget where they will end each month with enough money to make it into the next. Given a career, personal circumstance, and conditions be able to fill out a budget that is within your means and reasonable to real life. After having played the game Spent, be able to accurately name three different factors that could affect income and spending by referencing their experience alone. 2.1 Describe how personal factors, career choices, and economic conditions affect income. Link to the Spent Website: www.playspent.org List of 30 life situations: Attached

Description of Learners:

Learning Environment:

Intended Learning Goals:

Learning Objectives:

Standards:

Required Materials:

List of discussion questions: Attached One laptop per student with internet connection Interactive whiteboard Procedures 1. Have each student log onto the Spent website and play the game. 2. After they have played, have each student write their name, the amount they had left at the end of the month, and what they thought of the game on the interactive whiteboard in a Word document. Save this so you can compare the differences the next time they play. 3. Next, lead a brief discussion on what they wrote on the board. This should be no longer than five to ten minutes. 4. Hand out the individual life situations and leave instructions on the whiteboard that explain what needs to be included in their budget. Explain that in order to manage money effectively, its important to create a budget for each month. To find the prices of different things, students will need to research using their laptops. Encourage them to use the prices for areas in the city closest to you. They will need to research while in school and write the budget up for homework. 5. Let students work for the rest of class. Inform them that they will get 10 minutes in class the next day to finalize their work. 6. The next day, give student ten minutes to finish any last minute details. 7. Then have them turn in their work. 8. Next have them complete the Spent game again to see how well they did after creating their own budget. 9. Ask that the students again write their name, results, and what they now think of the game on the Interactive whiteboard in a Word document. 10. Pull up both results next to each other and compare them. 11. For the remainder of the class period, use the attached questions to guide a discussion about the lesson and what theyve learn. Grade the students budget on whether or not it allows for all expenses to be paid for each month and if the monthly minimum is met, as well as for whether or not the cost information they used is accurate to real life prices in the city closest to them. Also give participation points for participating during the discussion.

Assessment:

Scenarios
INSTRUCTIONS: Learning to create a budget to manage money is an important skill. Using the scenarios you have received, draw up a budget for the month. Include how much money would need to be spent on necessities like groceries, bills, and rent, as well as any extra costs that are included in your individual scenario or that you think might happen based on your scenario. Your budget must have at least $20 remaining at the end of a month. To find salary, rent, bill, and other cost information, use your laptops and this time in class to research dollar amounts for these items in the city closest to us.
1. You are one of two parents of four with a stable marriage, living in a house in an upper class neighborhood. Your spouse loses their job as a car salesman, which leaves you as the sole breadwinner as a real-estate agent. 2. You are a grandparent working as a third-grade teacher. Your adult child and two highschool age grandchildren move into your apartment with you when they lose their house. 3. You are a single unmarried social worker who owns your home, and you have recently been diagnosed with breast cancer. 4. You are an emancipated high school student living in an apartment with utilities provided and working 30 hours a week at two minimum-wage jobs. Youre applying for college at 10 schools with application fees. Two of the fees are $90, 4 are $75, and 4 are $50. 5. You are an undergraduate college student with a full scholarship and monthly financial support from family ($1500). You are looking to rent an apartment for the upcoming school year. 6. You are a single parent of two who owns a home and works as a superintendent of your local school district. Your oldest child is enrolling in a summer camp with an application fee of $325. 7. Upper-class family of five, living in a nice house, loses their youngest child to leukemia. 8. You and your partner have a civil partnership, own a home, and work in forensics and education. You are looking for a sperm donor or surrogate so you can start a family. 9. You are one of two parents of three children under the age of 10. You both work as accountants and rent your apartment, where you must pay for all utilities. You also have to care for your spouses aging parent, who is in and out of the hospital and cannot work. 10. You are a graduate student who receives money from your school to do research and rents an apartment 20 minutes from campus. You have just gotten engaged and want to marry within 6 months. 11. You are a single parent with two kids. You work as a full time factory worker. You live a two bedroom apartment. 12. You live by yourself in an apartment with 2 roommates. You have two dogs that needs their vaccinations and you have a bad cold that requires you to go to the doctor this month. You are a waiter. 13. You and your spouse both work at a factory full-time and have 3 kids who are all under 5 years old. Your 3 bedroom house has a mortgage of $800. 14. You work at a clothing store in the mall part time. You are a college student that is trying to pay for your apartment that is $400 a month. You also pay for your own food.

15. You have one child who is 7 years old. You live in a one bedroom apartment. You work as a mechanic at a car dealership. 16. You work as a high school teacher at the local school and have a cheap one bedroom apartment. You also have a heart condition that makes you have to go to the doctor twice every month. Each visit costs $150 and you pay out of pocket. 17. You and your spouse are both teachers. You have no kids but live in a 3 bedroom house with a mortgage and care for your in-laws, who live with you. 18. You are a freshman in college part-time at Ivy Tech, working at the grocery store as a cashier, and you are trying to pay your own way. You still live with your parents but have to pay small rent of $100 a month. 19. You work as a cashier at a clothing store. You have one child and your mother lives with you in your two-bedroom apartment. 20. You work as a waiter and live in a 3-bedroom house with your two kids, your spouse, who works in a factory, and your two dogs and a cat. 21. You are married with one kid. Your spouse just lost their job as a truck driver and so now you are the only source of income. Your kid needs money for a class field trip. 22. You are a single parent with one child, living in a two-bedroom apartment. Rent is due at the end of the month and the kitten you just purchased is sick and needs medicine. 23. You downsized and moved to a new apartment that is closer to work. Your first months rent is due and you need a new cell phone for your job. 24. You are married with three kids, two under the age of 13 and one who just turned 16 and wants their license and their own car. 25. You are a stay-at-home parent with two dogs and two kids under the age of five. You want to take your first vacation to Disney World, but also need to support your spouses dream to go back to school. 26. You are single and live with two other roommates. You got in an accident driving your roommates car on the way to work and do not have insurance, but offered to pay for the repairs. 27. You are single and live with one other roommate. You share a car but are deciding on buying a used car together. 28. You are newly married and just bought a puppy. You want to pay for lessons, and look for a new apartment while paying back student loans. 29. You just graduated from college that you paid for yourself. You are looking for an apartment to live in so you can move out of your parents house. 30. You are married with two kids and two dogs. You just bought a new house, and are currently transitioning from living with your spouses parents.

Discussion Questions
1. What were the greatest challenges in completing both activities--the online game, and the budgeting scenario? 2. Were there any choices you had to make that seemed obvious? 3. Were there any choices you had to make that you think, in real life, someone would have judged you for? Why did you make those choices? 4. (OPTIONAL: Gauge student interest and involvement based on the above two questions. If students seem likely to answer this question, ask it; if not, move on.) If you have ever been in an unstable financial situation, do you feel comfortable sharing how it compared to the activities we have completed for this lesson? 5. What are some things you can do now to avoid financial issues in the future? 6. Has this changed how you view people who are experiencing financial instability? What we are looking for in answers/possible verbatim to conclude lesson: This activity is meant to open students eyes to ways that financial instability can affect them, so its important to see the ways in which its possible to deal with issues regarding money. However, after completing this lesson they should also walk away with a deeper understanding of the motivation behind the actions of people who are struggling financially and they should begin to erase some of the stigmas that they have against people experiencing financial instability. It is important to see poor people as people, and not to shame others based on the choices you see because there are many underlying factors behind peoples choices. If you are in one of these situations, its important to recognize that there are a multitude of reasons why it may not be your fault, as we saw in the activity, so dont waste time feeling guilty for scenarios that are out of your control. If there is something you can do, however, remember to make informed and thoughtful choices with your money. Because of our societys dependence on money, a lack of financial responsibility can literally kill you. This is why these skills are important to build now, especially for those of you without financial support from your families. Some of you may have already faced some of the situations in this activity, and thats okay. Hopefully this lesson has been informative and helpful for all of you.

Journal Articles
Journal Article 1: Petkov, M., Rogers, G. (March 2011). Using Gaming to Motivate Todays TechnologyDependent Students. Journal of STEM Teacher Education, Vol. 48 (Issue 1), p7-12. http://web.a.ebscohost.com.ezproxy.lib.purdue.edu/ehost/detail/detail?sid=fb8c0e5912dd-4157-b6fc6010aaabebc0@sessionmgr4005&vid=2&resultId=3&theDisplayFormat=CitationAndFul lText&ReturnUrl=%252fehost%252fresults%252fresultlist%253fsid%253dfb8c0e5912dd-4157-b6fc6010aaabebc0%2540sessionmgr4005%2526vid%253d2%2526resultId%253d_resultId_ This article is about how serious gaming needs to be used as motivation in the classroom but also as instructional tools. Since many children use lots of technology everyday it makes sense that the schools would have to use technology and gaming to keep children motivated. The use of homework and assignments are working like they used to. This showed us that whatever we do with the gaming it needs to be used to help motivate the students, so when they have to use paper and pencil they still have the motivation from the game.

Journal Article 2: Why Most High Schoolers Don't Know How to Manage Their Money - US News. (n.d.).US News RSS. Retrieved April 27, 2014, from http://money.usnews.com/money/personalfinance/articles/2012/10/09/why-most-high-schoolers-dont-know-how-to-manage-theirmoney?page=3 This article was an entry in the US News in Money and Personal Finance. This article is about how students and parents feel the need for more education of basic money skill in school. Parents and students both feel that it is important to learn basic skills, like budgeting and money management, and feel like these lessons should be taught in schools. This article then goes into detail that there are multiple reasons why schools and teachers either do not feel confident teaching issues about money, or for other reasons. Teachers agree they too would like to see more education about money in schools, but would not feel confident teaching money issues without some formal education first. Overall, the article summarizes that students, teachers, and parents all feel that more emphasis should be put on money management in schools, but there are several obstacles to overcome before it is required in all schools.

Lesson Inspiration
This lesson was different than the others weve done, if only because it deals with a very prominent social issue. Financial instability was sort of an enigma of a topic, so we approached it differently than the way we might have come at another case. The learners in this case also factored in: these are high school students, so we decided that we wanted to create a lesson that could be more discussion-based. This way, students would be able to use the game as the fun part of the lesson before having the opportunity to think critically and apply the information that theyve gathered from it. We also expanded on the premise of the game to give the students practice in drawing up a budget for various scenarios. We identified from the beginning that we wanted the students to come away from the lesson with a greater understanding of the social implications of financial instability and with more tolerance for those experiencing it. However, we also knew that we wanted to instill beginning knowledge about how to improve financial literacy, which would help them avoid and cope with financial problems.