Family Economics &
Financial Education
A Collaborative Project Among:
Financial Statistics Puzzle 5.0.18
Prepare puzzle pieces
 Type financial statistics
using a large font and
landscape layout, type
one statistic per page
 Print each statistic on
different colored paper
 Cut each page into 4-7
pieces, creating a
separate puzzle for each
piece of paper
Play activity
 Give each participant a
piece of a puzzle
 Direct participants to
find others that have the
same color paper
 Once they find everyone
with the same colored
paper, the group must
put their puzzle together
to reveal the financial
statistic
Facilitation Tips
Once the statistics have been formed they can be
posted on butcher paper. Give participants the
opportunity to walk around and give initial
feedback on the statistics
Have participants display their statistics in different
areas of the school or community
Do fact or fiction statistics instead of all fact
encouraging discussion among participants
Four on the Floor 5.0.7
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If a worksheet is in front of a participant, he/she must answer one of the
questions and write down the response
Then he/she crinkles the worksheet into a ball and tosses it across the
room
The participant closest to the worksheet must pick it up, answer one of
the remaining questions, crinkle it into a ball, and toss it across the room
This continues until all questions have been answered on the worksheet
or until a certain time limit has been reached; because the questions are
open ended, the activity can go on for as long as seems appropriate for
the group
After the activity is finished, have the last participant answer a question
and keep the worksheet
Choose one question to discuss first and have the participants read the
corresponding responses aloud
Discuss the questions and answers
Facilitation Tips
Create many sheets with many different questions,
thus having many different questions being tossed
around the room at the same time rather than
having the same four questions being tossed around
Have participants toss the paper to the center of
the room and retrieve a different one than the one
they threw
Project Mission
“Provide educators with no-cost curriculum
materials and the skills and confidence to
effectively teach family economics and finance”
Curriculum Development
Curriculum developed by educators for educators.
The team of educators developed, taught, and
evaluated curriculum materials
– The educators were part of the project’s Master
Teacher program;
• Educators complete a week-long training, use the
curricula in their classrooms and provide continued
support to FEFE through evaluation and development of
new materials and newly trained family finance educators
Curriculum Development
Aligned to state and national standards
Up-to-date
Designed using a family based approach and the
multiple intelligences model, in a ready-to-teach format
requiring minimal educator preparation.
Lessons may be taught independently, in units, or as a
semester course “Take Charge of Your Finances”
Curriculum Types
Over 100 Lesson Plans!
 Take Charge of Your Finances
– Approximately 60 lesson plans
designed for students grades 10-12
 Get Ready to Take Charge of
Your Finances
– Approximately 15 lesson plans
designed for students grades 7-9, or
those with limited financial
knowledge
 Finance Simulations
– Applied assessments for both Take
Charge and Get Ready curriculums
 Bulletin Boards
– Create a positive learning environment
 Active Learning Tools
– Quick activities to introduce a lesson,
review content learned and/or keep
students actively engaged
 Enhancement Tools
– Project based learning
 Workshop Guides
– The most important content
condensed into a 60 min workshop
format
Beach Ball Toss
The first time the beach ball is tossed use a red marker to
write on the beach ball examples of expenses
Continue until the facilitator says stop
The second time the beach ball is tossed, use a black
marker to write examples of income on the beach ball
At the end of the activity have one participant read off the
different types of expenses and the different types of
incomes indicated on the beach ball
Facilitation Tips
Place masking tape on the beach ball and instruct
participants to write on the tape to allow the ball to
be used multiple times
Use the same color marker to have participants at
the end of the activity review expenses and income
without reading each based upon the color it was
written in
Attitudes about money 5.0.2
5 different statements have been hung around the room
Instruct participants on their sticky notes to write the first
thing that came to mind when they heard the statement
Instruct participants to go and hang their sticky note by the
appropriate poster
Discuss with participants the statements and give some
examples of what was written on the sticky notes
Facilitation Tips
 Group Activity
–
Have groups share with each other what their responses were to
the individual questions
 Individually
–
Hand out an Attitudes About Money worksheet 5.0.2.A1 to
each participant
 Brainstorm sheets
–
Can also use butcher paper for the participants to attach their
sticky notes to, or they can write directly on the butcher paper
 Educator led discussion
–
The educator will read the questions and discuss answers aloud
with the participants
CURRICULUM DESIGN &
CODING
Ready-to-Teach Design
Lesson Plan
– Introduction
• All background information
– Body
• Recommended step-by-step facilitation
– Conclusion
• Activity based review
– Materials
• List of necessary supplies
– Resources
• Reference lesson plans, documents, Web sites and more for additional
information
Lesson Plan Components
Worksheets
– Test student’s knowledge
– Consistent format
– Can be used in multiple ways
Note taking guides
– Graphic organizers to help
participants make note of
key content within the
lessons
Answer Keys
– Created for all worksheets
and assessments
PowerPoint presentation
– Guides student learning
– Created for most lesson
plans
Information Sheets
– Serves as the student’s text
book
Curriculum Coding
Designed to identify curriculum materials in each unit and
lesson plan
Code appears in the upper-right corner of all pages
Understanding the coding system is critical to effectively
navigating the Web site
Helpful when asking the FEFE staff questions to reference
the code
Refer to Curriculum Coding System document
Curriculum Coding
First Number [1.4.3.A1]
– Curriculum Type
•
•
•
•
•
•
•
1 = Take Charge of Your Finances
2 = Get Ready to Take Charge of Your Finances
3 = Finance Simulations
4 = Bulletin Boards
5 = Active Learning Tools
6 = Enhancement Tools
7 = Workshop Guides
Second Number [1.4.3.A1]
– Unit Code 1-30
Curriculum Coding
Third Number [1.4.3.A1]
– Lesson Plan Number
– Lesson Plans are not listed in recommended teaching order
Fourth Number (Letter and Number) [1.4.3.A1]
– Materials Code
– The number after the materials code differentiates between
multiple materials of the same style
Examples:
– 1.4.3.A1
– 2.4.1.L1
FREE Curriculum!
All curriculum is available for no
cost!
 Must create a user name and password to download materials
 Can edit personal profile at any time
– All spaces must be filled in for the profile to be created properly
 Can choose to receive important FEFE announcements including
curriculum revisions, the bi-monthly newsletter, and training updates
 Can “Contact Us” to receive staff support
Employed Within Every Lesson
ACTIVITY BASED
LEARNING MODEL
Activities
Twister 5.0.10
Part of the Understanding Your Paycheck lesson
Activities
Diving Into Spending
Plans lesson
Activities
Fly Swatter Facts
5.0.28
Multiple boards can be
occurring at once
Family Finance
Simulations
Life in… & Life of…
3.18.3.G1
Welcome to Life in…
Research based ready-to-teach family finance
spending plan simulation.
– Designed to emulate the “real life” constraints
households encounter when managing their
finances.
– Designed as a community of 25 individuals in 18
households.
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
3.18.3.G1
Life in Objectives
Create a spending plan
Provide realistic insights into the costs of living
associated with the spending plan process
Incorporate the use of the decision making
process into daily life
Demonstrate the relationship between income,
education and career opportunities
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
3.18.3.G1
Boykin Family
Personal Profile
Race/Gender/Age
Marital Status
Martrell - African American Male, Age 40
De’ara - African American Female, Age 35
Married for 8 years
Occupation
Martrell - Surveyor
De’ara - High School Family and
Consumer Sciences Teacher
•
•
•
Children
None
Residence
Metropolitan Area
2-5 Million
Educational Level
Martrell - Associate’s Degree
De’ara - Bachelor’s Degree
Have a cat named Melvin who costs $56 monthly
Recently purchased a home
Additional health care expenses for fertility drugs and saving money to adopt a child
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
3.18.3.G1
Spending Plan Process
• Complete a spending plan for scenario;
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–
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Housing;
Transportation;
Insurance;
Food;
Average expenditures;
Credit and Chance Cards;
• Goal is to reach zero
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
3.18.3.G1
Sample Life In…
Housing Options
Mortgage: $1,246.59/mo.
Insurance: $90.67/mo.
Property Taxes:
$405.01/mo.
Repairs & Maintenance:
$433.00/mo.
Down Payment:
House A
$21,980.00
$259,900—A 1963
Total Interest Paid
sq. ft. three story
(over lifetime of loan):
fixer-upper home
featuring 5 bedrooms, $240,850.76
Location: Anywhere
2 bathrooms, family
room, living room,
laundry room w/
washer/dryer, porch,
fenced yard, and 4
car garage.
Mortgage:
$671.02/mo.
Condominium
Association Fee:
$150.00 (covers
water/sewer, garbage,
and building
House B
maintenance)
$139,900—A 900 sq. ft. Insurance: $15.83/mo.
condominium featuring Property Taxes:
3 bedrooms, 1
$218.01/mo.
bathroom,
Repairs &
window air
Maintenance:
conditioning, extra
$83.16/mo.
storage, and pets are
Down Payment:
allowed.
$27,980.00
Total Interest Paid
(over lifetime of loan):
$129,646.10
Location:
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University
of Arizona Anywhere
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
3.18.3.G1
Facilitation Methods
Facilitator guided
Semester course
Throughout or at the end as an applied assessment
Workshop (about 3 hours)
Independent study
Career development
Your own creative way
Project funded by a generous grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Family Economics & Financial Education
Get ready to Take Charge
of Your Finances
Life Of…..
Taylor B. Jones
“A Teenager’s Spending Plan”
Funded by a grant from Take Charge America, Inc.
32
Family Economics & Financial Education
Snapshot
Taylor B. Jones
•
•
•
•
Attends North Shore High School
Participates in motocross competitions
Member of the chess club
Part time job at Cubby’s Restaurant & Grill
33Inc.
Funded by a grant from Take Charge America,
33
Family Economics & Financial Education
Snapshot
Taylor’s Income and Expenses
• Taylor’s Income
– Cubby’s Restaurant & Grill
• $7.25/hour
• 10 hours a week
• $75.00/ month for tips
Taylor’s Expenses
– Transportation
• Fuel
– Other Items
– Allowance
• $20.00/month
– Gifts
• $50.00 birthday gift
Funded by a grant from Take Charge America, Inc.
34
Family Economics & Financial Education
Jones’ Major Family Expenditures Summary
• Browse through page 5-7
• House
–
–
–
–
Family Size
Hobbies
Lifestyle
Other Family Dynamics
• Transportation
– Taylor
• Get to and from work
• Taylor must pay for his own fuel expenses
– Jones Family
• Family Size
• Neighborhood Car pool
Funded by a grant from Take Charge America, Inc.
35
Family Economics & Financial Education
Sample Housing Options
House A
A 1963 sq. ft. three story fixer-upper home
featuring 5 bedrooms, 2 bathrooms, family
room, living room, laundry room with
washer/dryer, porch, fenced yard, and 4 car
garage.
Monthly Payment: $2454.32
Utilities: $206.20
House B
A 1016 sq. ft. single story mobile home
featuring 3 bedrooms, 2 bathrooms,
fireplace, porch, shed and small lot.
Monthly Payment: $478.65
Utilities: $170.85
Funded by a grant from Take Charge America, Inc.
36
Family Economics & Financial Education
Facilitation & Acquiring
• Educator facilitated in 3-4 45 minute class periods
• Life of Monica Erickson, Life of Ben West, Life of
Mandy Gonzales, and Life of Carlos Chavez are also
available
• Others will be coming soon!
Funded by a grant from Take Charge America, Inc.
37
MoneyWorld Squares 5.0.8
Choose 9 participants to be the activity board
Stand
Sit on Chair
Sit on Floor
Activity Board Diagram
Stand
Stand
Sit on chair
Sit on chair
Sit on floor
Sit on floor
MoneyWorld Squares 5.0.8
The first team selects a square
Facilitator reads a question to the person in a
square
– The square answers the question (not the team)
– After the square answers, the team chooses to agree or
disagree with the square’s response
MoneyWorld Squares 5.0.8
If the square answers correctly and the team agrees with the
answer or if the square answers incorrectly and the team
disagrees with the answer, the team gets that square
– The square then holds the letter, X or O, that corresponds with the
team in front of them and the play moves to the next team
If the square answers correctly and the team disagrees with the
answer or if the square answers incorrectly and the team agrees
with the answer, the team does not get that square and play
moves to the next team
– If a team does not get a square, the square is not automatically won by
the other team
Facilitation Tips
If there are not enough participants to be a activity
board the individuals can play the activity by
hanging the X and O cards on the board and
playing a activity of tic tac toe as they get answers
correct
If there are enough participants for multiple activity
boards designate one individual to be the host with
the questions and answers to help facilitation
FEFE WEB SITE
Where to login/Create an
account
Personal Profile
Curriculum Main Page
Career Table of Contents
Career Research 1.1.2
File Download
Professional Development
Professional Development
 FEFE Newsletter with curriculum updates and important announcements
– Must have indicated “Yes” on the FEFE Web site log-in
 National Conference each June in Tucson, AZ
 A limited amount of grants will be available each January
 Week-long annual training conference;
– Provide educators with background knowledge to teach personal finance;
– Allow educators to experience the lesson plans to feel more comfortable teaching
them;
– Provide educators with all of the printed curriculum
and materials necessary to teach the lesson plans;
– Network with other professionals
Educational Support
Contact Us
Contact Information
Address:
Family Economics and Financial Education
The University of Arizona
650 N. Park Ave Room 427
Tucson, AZ 85721
E-Mail: fefe@cals.arizona.edu
Web site: www.fefe.arizona.edu
Any Questions?