Multimodal Unit Multimodal Curricular Unit Term Paper

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SS.912.E.1.Su.p - Recognize a budget plan that includes wages and essential expenses, such as food and housing. SS.912.E.1.Pa.p - Recognize a plan (budget) to save and spend money.

E. Big Ideas: Economics SS.912.E.1 - Understand the fundamental concepts relevant to the development of a market economy. Create and use a spreadsheet to analyze variables (e.g., 12-month budget, loan rates, science and math experiments, and investment portfolios); Prepare a short- and long-term personal budget; make expenditure, revenue and savings forecasts; maintain proper records.

2. STATEMENT of OBJECTIVE: (Use Bloom's Taxonomy. Inform students of what they will learn and how they will demonstrate that learning: describes what student will do, not the teacher; must be measurable; must be realistic with respect to time/resources.) Students will be able to: (Bloom's) create (product) and analyze a budget on a computer (content) for personal financial management by (Student Behavior) utilizing a sample budget, money principles, and analysis framework within MS Excel computer software program (process).

3. STATEMENT of INTRODUCTION/ANTICIPATORY SET (Make connection with new material and previous knowledge; provide motivation and focus on new material. Must be concise and relates directly to objective; 3-7 mins only.):

Ask Class Question (Verbal) -- What does this statement mean to you?

How much you have to spend is less important than how you spend what you have.

Questioning strategies could be incorporated at this point to activate schemata or prior knowledge:

What is a budget? How many have a personal budget? Does anyone have a checking or savings account?

Find a comfortable environment outside and have some background instrumental music playing.

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Incorporate pre-reading strategies/activities for activating schemata. (See Appendix a- Anticipation Guide incorporates the following intelligences: Visual, Interpersonal, Mathematical, Naturalist, and Bodily (Kinesthetic).

4. EXPLANATION of INSTRUCTIONAL STRATEGIES/MATERIALS (Impart knowledge, information, skills. Use lecture, demonstration, questioning, music, visuals, or literature. Relate to student's lives. Deliver dynamically.):

Incorporate during reading strategies/activities for reading Budgeting: Making the most of your money. Students will complete Selective Reading Guide. (See Appendix B).

a) Explain money principles/budget components with "Words to Know" (Appendix D). Word exploration and Cluster strategies will be used.

b) Evaluate the process framework for a "Basic Budget Formula" (Appendix E).

c) Explore the concept of savings by experimenting with an online savings calculator (http://mycalculators.com/).

d) Evaluate a sample budget (Appendix F) with class via the computer utilizing the "Budget Analysis" framework (Appendix G).

d) Provide instructions for "Team Budget Analysis" (Appendix H) for manipulating budget components via the computer in a group collaboration exercise.

5. GUIDED PRACTICE/STATEMENT of ASSESSMENT.....

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