About the Code.org Accelerated Course (International):

Excerpt taken directly from https://code.org/educate/curriculum/cs-fundamentals-international

Our International Computer Science Fundamentals courses are translated into over 25 languages. The different courses support students aged 4-18. Each course has 10-20 lessons that may be implemented as one unit or over the course of a semester. Students study basic programming concepts and develop interactive games or stories they can share.

The courses teach the foundational concepts of programming using drag and drop blocks rather than a programming language such as JavaScript or Python. Blocks are an easier way to get started and can be fully translated into any language. Course 1 uses picture blocks rather than words to support pre-readers.

All lessons align to all relevant computer science standards, as well as to the ISTE standards. They additionally reinforce concepts and skills taught in other subject areas by integrating national Math, English Language Arts, and Science standards. Read more about our curriculum philosophy here.

 Step 1:  Sign into your Code.Org Account (See Instructions Below For Information):

• SIGN INTO YOUR GOOGLE GMAIL ACCOUNT
• GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"
• GO TO CODE.ORG/JOIN AND USE CLASS CODE ON BOARD 

Step 2:  Go To Your "Code Studio" and click on ACCELERATED COURSE

Step 3:  Begin working on the online levels.  Please use your time to review the UNPLUGGED Levels, but move on to the online material in class.  The Accelerated Course should be completed by the end of this week, either in class or as homework.  Please use your time at home to show your family what you are working on.  Your homework assignment is to "TEACH" someone in your family to code!

Good Luck, and Have Fun!

-Mr. S

ACADEMIC/LEARNING OBJECTIVE

Scholars will learn basic computer programming using Code.Org online.  Scholars will understand the basic vocabulary used in programming.  Scholars will also be able to explain why it is important for everyone to learn to code and how it can provide equity in our society. 

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Scholars will sign up for accounts on Code. Org and begin working through the program online. Scholars will complete their Introduction to Programming by emailing a link to the R2-D2 Star Wars Game they made to the instructor for credit.  Scholars will then click on the ACCELERATED PROGRAM and begin working on the 20 Stages found there.  These stages will review topics and ideas from the Star Wars levels, and allow Scholars to begin to learn about loops, if-then statements, and how math and algorithms are incorporated into programming. 

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011 

Introduction to Computer Programming (Code.Org)

All students will complete an Email to Mr. Scribner (hscribner@ccs.us) about "Heritage". Once complete, you will use your time in class to begin a 10-slide presentation on Google Slides called "MyBio". You will include at least 4 pictures and 10 slides. See instructions below for specific requirements. You must SHARE this project with Mr. S (hscribner@ccs.us) for credit.

"HERITAGE"

Please read the following article "What Is Heritage" below and write a Constructed Response in your Technology Journal (4-5 Sentences) about why learning about your own family heritage should be important to you. Please include a brief description of where your family is from, and how you could spend time in search of your ancestors (What sources could you use to help find out about your Heritage?)

Heritage is the full range of our inherited traditions, monuments, objects, and culture. Most important, it is the range of contemporary activities, meanings, and behaviors that we draw from them. Heritage includes, but is much more than preserving, excavating, displaying, or restoring a collection of old things. It is both tangible and intangible, in the sense that ideas and memories--of songs, recipes, language, dances, and many other elements of who we are and how we identify ourselves--are as important as historical buildings and archaeological sites.

Heritage is, or should be, the subject of active public reflection, debate, and discussion. What is worth saving? What can we, or should we, forget? What memories can we enjoy, regret, or learn from? Who owns "The Past" and who is entitled to speak for past generations? Active public discussion about material and intangible heritage--of individuals, groups, communities, and nations--is a valuable facet of public life in our multicultural world.

Heritage is a contemporary activity with far-reaching effects. It can be an element of far-sighted urban and regional planning. It can be the platform for political recognition, a medium for intercultural dialogue, a means of ethical reflection, and the potential basis for local economic development. It is simultaneously local and particular, global and shared.

Heritage is an essential part of the present we live in--and of the future we will build.

Article taken from the following website: WHAT IS HERITAGE ARTICLE (CLICK HERE)

"HERITAGE" EMAIL To Mr. S:

Please open your GMail Account.  Click "COMPOSE".  Enter Mr. Scribner's Email in the "To:" space.  Write "Heritage" in the Subject Line.  In the BODY of the Email please write at least 3 sentences about what the term "Heritage" means to you.  Reflect on the information in the article above, and reference the article at least once in your Email.  When you have completed the Email, click SEND for credit.

MyBio Google Slides Presentation

MR. SCRIBNER'S EXAMPLE PRESENTATION (Click Here)

SEE EXAMPLE AUTOBIOGRAPHY (CLICK HERE) 

Your assignment is to create a GOOGLE SLIDES PRESENTATION Slide Show that is all about you. Here is a list of the requirements and some suggestions for what to include in your slides.

A) PRESENTATION 
(1) Saved as “(Your Name) Bio” and emailed to Mr. S

  

(2) Have a logical order to your slides

     (a) Do NOT follow the slide suggestions order
  

(3) Use correct spelling, grammar, and punctuation
  

(4) Have 10 Slides
     (a) Include a Title Slide
     (b) Include a Birth Information Slide

(5) Have at least 4 Graphics/Photos that are related to their slides

Suggested Slides: You may use these suggestions or come up with your own (APPROPRIATE CONTENT)

Slide 1:  Title: First and Last Name **
Slide 2:  Birth Information: Birthday, Birthplace, Length, Weight, and Time **

Additional Slide Suggestions:

Accomplishments: List at least three accomplishments.
Career: What you want to be? How you will do this?
Class Schedule: What is your schedule this semester?
Dislikes: Identify your dislikes.
Family Information: Family Size, Parents Names, Siblings
Favorites: Identify your favorite things.
Friends: Who are you friends? What do you do with them for fun?
Goals: List short-term goals (for the year). List intermediate goals (for the next 3 years).
List long-term goals (for the next 10 years).
Hobbies: Identify your hobbies.
Job: What is your job? What are your job duties?
Likes: Identify your likes.
People: Have different people make comments about you.

** Required Slides

STEPS TO COMPLETE PROJECT (READ ALL DIRECTIONS FIRST!)
1. Sign into Google Drive
2. Open NEW Slides Presentation
3. Rename SLIDES "MyBio (Your Last Name) P(?) S2"

     Example: MyBio SCRIBNER P1 S2

4. Open new Browser Tab to Google Images
5. Select VIEW IMAGE of Full Size Pictures (You need at least 4 images in your project)
6. Save Images or Image URL's for Use In Presentation
7. Choose Template Style
8. Begin to enter personal information on each Slide.
9. Complete each slide by adding information and photos
10. SHARE with Mr. S for credit! DO NOT EMAIL! JUST SHARE IT!
11. Be Prepared To Present This To The Class In The Future!

OBJECTIVE & STUDENT OUTCOMES

 Students will use online collaboration tools (Google Drive) to create a 10-slide multimedia presentation.  Students will follow directions and use photos, text, and color to highlight specific facts about their topic.  Students will be able to understand the difference between a written report and how writing for a presentation requires bullet-style sentences.

STUDENTS MUST READ ALL DIRECTIONS ON THIS WEBSITE PRIOR TO STARTING ANY ASSIGNED TASKS.  PLEASE FOLLOW ALL DIRECTIONS AS GIVEN FOR FULL CREDIT!

  Students will log into their Google Drive and open a New PRESENTATION.  Students will learn the basic tools used to create a presentation.  Students will create a MY BIO Presentation about themselves.  Students will use Google Images to select pictures for use today.  Students will Copy the pictures selected to the desktop of the computer they are working with.  Students use PIXLR.Com to upload, manipulate, adjust, save and add pictures to their project.  Students must complete the steps below to CREATE and SHARE a MY BIO Presentation for credit.

Today you will be learning the basics about using your Google Drive and other online and computer-based tools. Read the passage below as an introduction to these tools, and be prepared to follow along in class while we Log-In, Create, Share, and Collaborate on different projects!

Google Drive is a great way to create, store, share, and collaborate files such as documents, spreadsheets, photos, slide shows and PDFs.  If you create a personal Gmail account (ONLY WITH PARENTAL PERMISSION), then you automatically have 15 GB of free space.  If you have an education account, like all CCS Students, then you have unlimited space to store files.  Your files in Drive can be reached from any smart phone, tablet, or computer with an Internet connection. So wherever you go, your files follow.  What a deal, right?

You can quickly invite others to view, download, and collaborate on all the files you want.  There is no email with an attachment needed. One of the best things about Google Drive, which makes it a much better option than Dropbox, is the ability to work on your files with up go 50 people at the same time.  No more multiple versions of a document to keep up with .  No more carrying a thumb drive to and from school.  Everything is stored and updated immediately in Google Drive.

With Google Drive your files are private and for you to see only, until you decide to share them. You can quickly invite others to view, comment, and edit any file or folder that you choose.  This is great if you share lessons with other people on your team or at another school.  You can create a shared folder where everyone on the team can see and add to the shared lessons or unit. This is also perfect for student group projects.  Groups of students could each take a chapter of a novel an create a slide show that summarizes it.  Each student in the class could build a reaction slide to something that was covered in class and then those slides could be combined into one giant slide show.  The possibilities are endless.

Every file in Drive stays safe no matter what happens to your smart phone, tablet or computer. Drive uses the same security protocol used on Gmail and other Google services.

  

- Excerpt taken directly from http://evscicats.com/digital-tools/day-11-30dc14-what-can-google-drive-do-for-me/ 

VOCABULARY LIST 

GOOGLE DRIVE- THIS IS WHERE YOU SAVE EVERYTHING--think of it kind of like DROPBOX or the H DRIVE.

DOCS-DOCUMENTS (Like MICROSOFT WORD)

SHEETS-SPREADSHEETS (LIKE MICROSOFT EXCEL)

SLIDES-PRESENTATION (LIKE MICROSOFT POWERPOINT)

FORMS- CREATE FORMS, SURVEYS, QUIZZES

DRAWINGS- CREATE PICTURES USING TEXT, SHAPES, ARROWS, ETC. (MUCH LIKE YOU WOULD DO IN MICROSOFT WORD).

WHAT IS GOOGLE DRIVE?

 

 GETTING STARTED WITH GOOGLE DRIVE

We will be learning how to use our new Google Drive to Create, Save, Store and Collaborate on documents and projects.

This Google Account (Gmail and Google Docs) is your Personal-Professional account.  It is only to be used for school, and will stay with you for as long as you are a student here at Collegium Charter School.  Please follow the directions below to complete your work today.

To create a NEW document in your Google Drive, you must sign in to your Google account as follows:

Go to Google.Com and click the SIGN IN button in the upper right corner. 

Students simply log in using their @ccs.us Gmail address and password, which for students is their firstname.lastname#@ccs.us.  You should have created a password when you signed on to the network.  

Your password should be at least 8-digits long, and contain an Upper Case Letter, Lower Case Letter, and a 

Number.

In the upper right corner of your screen you should see a small grid of little boxes ("the waffle").  This is your link to other Google Applications.  Please choose the button for your Google Drive.  You can now select the NEW button (Blue Button Upper Left Side of the Screen).  This will allow you to create Documents, Spreadsheets, Presentations, and upload files.  We will discuss each today.

Autobiography Project Instructions

You will log in to your Google Gmail Account and then open your Google Drive. You will CREATE a new document. This document will be an Autobiography (two-full-pages) all about you. I have copied and pasted my example below. Please use the whole document to describe everything about you since you were born.  The paper will be in MLA Short Format! (See Example Below) You must use proper grammar, spelling, sentences, paragraphs, and be prepared to SHARE it directly from Google Drive to Mr. S. You must use no larger than a 12-font Times New Roman and double-spaced lines. Please indent new paragraphs. I am looking forward to reading these, and you will be creating a Presentation from the content later this week. Make sure you include LIKES, DISLIKES, where you grew up, things you did, schools and activities you participated in, and add some things people do not know about you. Good Luck!

Click Here For A GREAT Article That Will Help You Get Started!

Please click here to watch a video with more information about
"What Is An Autobiography?"

MLA SHORT FORMAT STEP-BY-STEP

STEPS BY STEP INSTRUCTIONS:

1. CREATE DOCUMENT IN GOOGLE DRIVE
2. RENAME DOCUMENT: AUTOBIOGRAPHY (LAST NAME) P(?) S2
3. SHARE DOCUMENT WITH Mr. S (hscribner@ccs.us)
4. Set FONT to Times New Roman
5. Set FONT SIZE to 12
6. Set LINE SPACE to DOUBLE SPACE
7. Type MLA SHORT FORMAT HEADING (See Example Below):

     

     (Your Name)

     

     (Teacher Name)

     (Class Name)

     (Date)

     (Title - Centered)

     (Body of Paper)

8. Copy The Questions Below Onto Document
9. Answer Each Question With A 4-5 Sentence Paragraph
10. Remove Questions (Delete) and leave a space between paragraphs
11. Add enough material to make sure you have typed a FULL TWO PAGES for credit.
12. Notify Mr. Scribner you are finished by sending an EMAIL.
13. After Review, Make Any Requested Changes or Adjustments For Final Credit. 

Questions To Get You Started (Copy and Paste Into Document To Help You):

1. Name, Birth Date, Family, Where You Were Born

2. What I Like Doing At Home, School, In My Community And Schools I Have Attended?

3. People and Things That Are Precious To Me And Why?

4. What Do I Want To Be When I Get Older?

5. How Do Others See Me? What Contributions Do I Make To My Family/Community?

6. What Are My Other Ambitions/Goals/Desires In Life?

7. Anything Else I Want People To Know.... 

TIPS TO HELP YOU!

From:  http://www.lifescript.com/well-being/articles/0/9_tips_for_writing_your_autobiography.aspx?p=1

• Get a feel for the work. ...
• Understand your intended audience. ...
• Develop a core concept. ...
• Jump-start your memories. ...
• Organize your story. ...
• Keep your focus. ...
• Keep it interesting. ...
• Use writing tools.

EXAMPLE PROJECT

(Heading) Scribner - Page 1

Harvey Scribner

Mr. H. Scribner

Computer Skills & Applications

February 20th, 2018

Autobiography Project

(Main Body of Writing Assignment - Double Spaced)  I was born in Bloomington, Indiana. I was raised in Indiana, Virginia, and Missouri until I was in the Second Grade. My family moved to western Montgomery County, Pennsylvania. I attended schools in the Upper Perkiomen School District from 2nd to 8th Grade. I was then transferred to St. Pius X High School in Pottstown, PA for grades 9 thru 12. 

Growing up in rural Pennsylvania had many advantages. I was active in sports, outdoor activities, and once I was in Middle School, I was able to ride my bicycle just about anywhere. I also had many part time jobs since the age of 12 to support myself. I started working on farms in my area to make extra money. I bailed hay, milked cows, and chased calves around the barn when I accidentally left the gate to their pen open. I then spent time working for a stone mason who lived on our block. I spent a summer lifting bricks and blocks, mixing cement and building scaffolding systems. I learned a lot. I also delivered papers, worked at local fast food restaurants, and did maintenance work on a local golf course throughout High School. 

My grades were horrible throughout school. I graduated at the bottom of the class from my high school despite scoring very well on standardized tests. I was accepted at Shippensburg University in 1986 for a summer program called Act 101. I was also accepted to the Antonelli School of Art and Design for my photography skills. In hindsight, I probably should have gone to the photography school. I did not succeed in college and partied too much. Eventually I flunked out. It was not all bad though, I was put in the position of needing to join the Army Reserve to help pay for school, and the leadership skills, training, and discipline would ultimately make that one of the best decisions I have made in my entire life. 

I went to Basic Training in 1988. I was stationed at Fort Jackson, SC for Initial training and Fort Gordon, GA for “Commo” school. I made some of the best friends of my life while serving my country. I have excelled at military training and went on to be deployed twice overseas after 9/11. I am still very interested in the firearms training, first-aid, and other classes I was required to take. My military service also allowed me to see the world and to really have an appreciation of what being born in the USA means. I have seen the advantages that are taken for granted by others who have not had the same vision of poverty and war. I am thankful for those experiences as well. 

I was married in 1992 to my oldest son’s mother. I was divorced and now am re-married to the mother of my other son’s. My sons are 25, 13, and 10 and are awesome! I will celebrate my 16th anniversary of my marriage to my wife this year. We live in our home near King of Prussia, PA. I began to try to be a teacher while at Shippensburg in 1987. I wanted to be a history teacher, but found my way into other jobs as I needed more money to support a family. I started in sales and customer service for various companies in the Philadelphia area in 1991. With a new family and child to support, I took whatever job was available at the time. I gradually, over the years, was able to turn one opportunity into another while moving from job to job every 3-4 years. I got better at sales and more professional in my manners and appearance. I have sold building products, health care services, engineering services, coatings and paints, and ultimately ended up as a kitchen designer and architectural sales representative. I also went to Gwynedd Mercy College from 2004-2006 and finished my degree in Business Administration 20 years after beginning it at Shippensburg University. 

While on deployment in the Middle East in 2008, I was given the opportunity to take my Praxis (teacher’s) exams. I scored very well with no preparation. When I returned from overseas, I went back to Gwynedd and enrolled in the Teacher Certification program. I also approached the School District of Philadelphia for a job. I was given an Emergency Certification and allowed to teach in January of 2009. I was at University City High School for 3 years. I also taught Middle School at Crossroads Accelerated Academy at Meade. Most recently, I was teaching K-8 classes at Roosevelt Elementary School in the Germantown section of Philadelphia, and at Universal Vare Middle School in South Philadelphia. I am excited to be working with you here at Collegium Charter School in Exton, Pennsylvania.

In addition to teaching, I coach many sports for my kids, I play volleyball and lead both worship and missions teams at my church, and I spend time with my family as much as possible. I am also a Boy Scout Leader for my sons. I am interested in sports, video games, and construction projects around my home. My family and I also enjoy spending time outdoors fishing, camping, hiking, and riding bicycles. 

Foods I enjoy include anything grilled, ice cream, and spinach dip with pumpernickel bread. I love to cook and enjoy cooking with my 13-year-old. In 2014 I completed my Masters Degree. I want to continue to coach sports and work with the Boy Scouts (BSA), improve the curriculum here at Collegium, and continue to teach as much as I can. Ultimately I might want to be a Principal or a Counselor as well.

(Reference Page 3 If Necessary - Properly Formatted)  Example from https://owl.english.purdue.edu/owl/resource/747/12/

Works Cited

Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.

Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. rogerebert.com, 1 June 2006, www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007, pp. 27-36.

An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount, 2006.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. Springer, 2005.

Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23, no. 4, 2006, p. 63.

ACADEMIC/LEARNING OBJECTIVE 
Students will learn to use Google Drive Documents by CREATING a TWO-PAGE Autobiography. Students spend the next two class periods completing the assignment. They must SHARE it with Instructor for Credit.

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Students will enter the room quietly. Once seated, they will log into their Google Account and Click on the Google Drive Button in the Applications Menu (Waffle) of the Browser. They will Create a NEW Document. They will immediately rename the document as outlined below. They Must SHARE the document with MR.S for Credit!  

VIDEO GAME DESIGN INVESTIGATION PROJECT (Semester II)

Gamestar Mechanic CCSTECH 17-18 Sign-Up Link

Once you have joined, spend time in class today working through the QUEST and initial levels. You can work on this from any place you have an internet connection. Once you see how basic game design works, by completing the story-line and levels, you will then be able to put this together with the basic coding we work on later this year. Take your time and work through this at your own pace.

Enjoy today's fun day, and be ready to work on creating web sites next week. Relax and Enjoy this reward for your hard work over the last few weeks!

- Mr. S 

STEP BY STEP INSTRUCTIONS

1. CLICK THE LINK ABOVE
2. Look For "I Do Not Have An Account"
3. Click "I AM AUTHORIZED TO JOIN THIS CLASS"
4. TYPE In A USERNAME (Your Choice But Appropriate)
5. TYPE In A PASSWORD and CONFIRM IT (Same Password Twice)
6. ENTER Birthday
7. ENTER First Name and Last Name
8. CHECK BOX "I Have Read And Agree To Terms"
9. CLICK REGISTER
10. CLICK ON ONE PICTURE FOR EACH GROUP, REMEMBER YOUR CHOICES
11. CLICK THE SAME PICTURES AGAIN TO VERIFY YOUR CHOICES (You Will Use These If You Forget Your Password)
12. CLICK "QUEST" And Complete Each Level To Get More Items To Use In A Game You Will Design
13. GOOD LUCK!  HAVE FUN!

ACADEMIC/LEARNING OBJECTIVE

Scholars use a link provided on the class website to begin learning about how video games are created.  Each scholar will work on their own to work through the storyline and levels of the game-making process.  Scholars will be required to use Peer Mentoring to help each other through difficult levels prior to instructor intervention.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Scholars will create individual accounts on Gamestar Mechanic using the link provided on the class website.  Scholars will work independently on each level of the storyline to begin creating a video game.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time. If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Inquiry Simulation:  ROLEPLAY: Spent Middle School Edition

Learning Objectives:

• Students will experience the circumstances of budgeting on the living wage.
• Students will reflect on the impact of the decisions they made in order to learn from them for the future.
• Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
• Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY:

Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.

Standards:

Alignment to Anchor Standards for Reading: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards: 1b: Analyze how spending and saving behavior can affect overall well-being. 1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.   Alignment to Jump$tart Risk Management and Insurance Standards: 1b: Predict the consequences of accepting risk with insufficient or no insurance. 1c: Illustrate how to use insurance to share the risk of financial loss.

Supplemental Resources:

*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.

• Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.

This project taken directly from https://www.ngpf.org/courses/middle-school/