Lesson Title – Banking
Course –Personal Finance
Grade Level –9-12
Author – Kevin VanWormer School – Smoky Hill High School
Length of Lesson -5 Blocks
CTE Academic Integration Lesson Planner
What do I want students to learn?
Standards and Benchmarks
Standards and Benchmarks
NBEA Standards…or MarkEd Standards…
or … ITEA Standards
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ACT College Readiness Standards
Reading
Demonstrate a basic knowledge of financial
institutions.
Evaluate services provided by financial deposit
institutions to transfer funds.
Distinguish between the different options provided by
financial institutions for savings.
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Infer the main idea or purpose of straightforward
paragraphs in uncomplicated literary narratives
Understand the overall approach taken by the author or
narrator (e.g. point of view, kinds of evidence used) in
uncomplicated passages
Math
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Solve routine two-step or three-step arithmetic problems,
using percentages.
Exhibit knowledge of elementary number concepts
Evaluate algebraic expressions by substituting integers
for unknown quantities.
Solve routine first-degree equations
Students will:
Students will:
•Know: (Content and Vocabulary)
•Do: (Skills, Strategies, Processes and Literacy)
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How to identify available financial services
How to distinguish among various types of savings
options
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How to use a checking account effectively (deposits,
checks, checkbook register, bank reconciliation)
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Identify and calculate different forms of interest
Vocab: Simple/Compounding Interest, Principle, Liquidity,
Risk, Rate of Return, Rule of 72
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Read and discuss key concepts
Discuss and analyze real-life examples
Complete real-life simulations
Guided practice
Students will be able to distinguish between different
savings and banking institutions.
Students will demonstrate their understanding of the
options provided for investing and saving within their
banking institution.
Students will calculate simple and compound interest.
Students will determine rate of return on different
savings options.
Students will complete checking simulation,
demonstrating proper use of checks, checkbook register,
and bank reconciliation.
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
Financial security is benefited through a proper relationship with a banking/savings institution. Understanding of the
services/options provided by that institution will help one make better decisions in their day to day finances.
Essential Questions
Guiding, driving questions which lead to enduring understandings
How do we provide ourselves with financial security when we choose to retire?
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Formative Assessment
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Guided note taking activities
Think/Pair/Share Activities
Article readings/Activity
Simulation packets
Summative Assessment
Unit Test: Multiple Choice, Problems, Short answer essay
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
Students will have a variety of background knowledge based on individual banking experiences (i.e. checking, savings, etc..).
I will evaluate this background knowledge through observation of the presentation from Junior Achievement on this topic
during day 1. Student responses to the topic of checking and banking will help me determine individual readiness.
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student
roles, teacher roles, and grouping for this lesson.
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Student focused reading and comprehension activity (Got Money)
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Teacher directed exploratory discussion (Powerpoint: Banking Services)
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Group/exploratory activity/worksheet for First Bank Savings Options
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Teacher directed exploratory discussion (Powerpoint: Interest: Simple vs. Compound)
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Student Activity: Determine Simple and Compound Interest (Finding Rate of Return)
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Teacher directed exploratory discussion (How to Use Checking Accounts)
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Individual student simulation: First Bank Checking Simulation
Lesson Title – Banking
Course –Personal Finance
Grade Level –9-12
Author – Kevin VanWormer School – Smoky Hill High School
Length of Lesson -5 Blocks
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Algebraic Equations
 Find the best deal using one and two-step calculations and then comparing results
 Calculate using several steps of logic
 Decide what information, calculations, or unit conversions to use to solve problems
 Look up and use a single formulas
Main Ideas and Supporting Details
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Understand main ideas, topic sentences, and the relationships among sentences in a paragraph
Select important details to clarify meaning
Identify the appropriate definition of words with multiple meanings based on context
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Specific ACT Readiness Examples:
Reading Comprehension questions from reading activity “Got Money”
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5.
Which of the following statements best expresses the authors main message of the passage?
a. Tips to cash your check
b. Making informed decisions allows you to avoid fees and making financial mistakes with checks
c. Everyone should have a checking account
d. Identifying the differences between a bank and a credit union
Which of the following is NOT answered by information in the passage?
a. Why high school students don’t have checking accounts?
b. What is the worst or most expensive way to cash a check?
c. What hidden costs are associated with checking accounts?
d. The advantages of a credit union?
Which of the following best describes what the author means when she says, “It's just like driving-there are
responsibilities that go with it, and you can have a wreck."
a. If you are irresponsible you can get hurt
b. By establishing a checking account at a younger age allows you to learn responsibilities that will help
you in the long run.
c. Cars and checking accounts are dangerous and one should avoid them unless necessary.
d. Both accidents and checking accounts are expensive mistakes
It can be logically inferred from the passage that the best option for you to turn your checks to cash is to?
a. Cash checks at Wal-Mart
b. Go to the closest bank to cash them
c. Go to a bank that you have chosen based on your needs and costs associated
d. Don’t except checks if you do not have a checking account
As it is used in the 12th paragraph, the word diligent means
a. Done with painstaking attention
b. Taking charge of situations
c. Defer action
d. Neglect
Math questions from Formative Assessment
Students are asked to solve routine two-step or three-step arithmetic problems, using percentages.
1. What is the total dollar amount of simple interest earned on $50 at 6% for 2 years.
a. $3
b. $4.50
c. $6.00
d. $7.50
2. How much interest will you earn in a year on a $750 investment that earns 5% interest compounded semiannually?
a. $37.44
b. $37.50
c. $37.97
d. $38.23
3. Lisa deposited $2000 in a 2 year CD. At the end of the two years the CD will be worth $2044. What is the rate of
return that Lisa will earn on her investment?
a. 1.8%
b. 2.2%
c. 2.6%
d. 2.8%
4. You receive $1000 for your 16th birthday and put $700 in a 2 year CD earning 4% interest compounded annually
and $300 in a savings account earning 1% compounded annually. How much will your $1000 be worth on your
18th birthday?
a. $1063.15
b. $1065.22
c. $1067.15
d. $1069.22
Lesson Title – Banking
Course –Personal Finance
Grade Level –9-12
Author – Kevin VanWormer School – Smoky Hill High School
Length of Lesson -5 Blocks
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
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First Bank Savings/Banking Simulation Booklet
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Junior Achievement guest speaker
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Practical Money Skills.com
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Efirstbank.com
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Wall Street Journal Classroom Edition
o
Got Money