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?Riley RiehlLessons:Standards: NBEA: 5.4.1-8.3- Personal Finance apply criteria for choosing a savings or investment instrument (e.g., market risk, inflation risk, interest rate risk, liquidity, and minimum amount needed for investment) distinguish between the rights and responsibilities of owners of debt and equity investments explain why a savings and investing plan changes as one proceeds through the life cycle differentiate between interest, dividends, capital gains, and rent from property describe how saving and investing influence economic growth (capital formation) evaluate the tax incentives available for certain investments explain costs and income sources for investments ND Standards5.6.1.8 Explain how investment in research and development affects productivity5.13.1.12 Differentiate between interest, dividends, capital gains, and rent from property 5.13.1.16 Identify income sources for investments Objectives: The student will be able to understand the main advantages of personal finance. They will be able to understand the differences between the different types of investments. At the end of this lesson students will be able to identify types of investments and calculate the negatives and positives of each. Lesson:(5 Days) Day 1: You will start the class off with a question on the board saying ," Who knows what investing is?" Students will already be seated in their pods and answer the question within their pods. After students have a general idea they will then write on the board what they think investing is. You will go over the definitions that were wrote on the board and share them with the class. After they write down what they think investing is, you will then give them an opportunity to go on their technology devices and research what they think investing is. Students will then write down on a sheet of paper what they first thought investing is (what they wrote on the board). Then they will write down what they researched investing to be on the same sheet of paper. Students will then write down what they found the differences to be in the definition of investing from what they thought, and what they researched. At the end of class you will lecture on what investing is and the different types of investing. Students will be assessed on their accuracy and overall understanding of what investing is, which will be wrote down on their reflection. Day 2: You will give a brief lecture to the class on the 5 steps of saving and investing. The steps that will be debriefed are. Put and take accounts Beginning to invest Systematic investing Strategic investing Speculative investing. The students will then be given a worksheet that has each of the 5 steps on the worksheet. Students will be required to write down their definition of each step, and give a real life example for the given step. For example: Put and Take Account: This is an account that is in place for money to be put into, and to be taken out of on a regular basis. Often times these are checking and savings accounts because of the frequent amount of transactions and low interest rates. The last 5 minutes of class students will be able to work together in their pods and reflect on their answers and help each other if they are struggling on one of the steps. Day 3: You will ask students what their personal definition of interest is. If students don't get it right after discussion, you will then write it on the board. Interest: Money paid regularly at a particular rate for the use of money lent, or for delaying the repayment of a debt.You will tell the students how when you invest companies and or banks invest your money. Which means you get an interest rate on the money they borrowed from you.You will explain to the students the difference in investing at an early age and investing at an older age.Each student will grab their own white-board and return to their pods. You will give the students practice problems to complete in their pods together. The first problem on the board will read, " The current interest rate is 2%, if person A and person B both invest $24,000 which one will have more money at the age of 70? Person A was 25 years old when she started investing, and person B was 55 when he started investing.". (initial amount of $) x (interest rate) x (years on investment)=A=21,600B=7,200Students will then get a few minutes to collaborate and discuss what their thoughts and answers are. You will continue to give examples of such until you feel the class has a good grasp on the idea of investing at different stages of life. At the end of class you will prompt the students with the next project that they will do on their own. Students will have 3 case studies to choose from to do their project on. Students will have the opportunity to create and present option A-Poster or option B-Power point. Students will leave class with a rubric for their poster or power point, and their case study worksheet.Day 4: Students will walk into class and either grab their computer, or poster depending upon what route they chose to do their project on. Students will then grab the sheet of paper with the case studies written on it(from yesterday) .They will finish the cases they didn't do yesterday. The cases include problems such as,"If you were 25 years old what would you rather invest your first $5,000 into? A sports car that you are hoping appreciates %40 by the time you retire at the age of 65. A Stock that’s interest rate is %20 for 10 years. " The students will be required to explain their findings with contextual knowledge, and demonstrate professional reasoning for the answer they chose.It is important for students to understand that there isn't a wrong answer as long as they clarify their reasoning. Students will have class period to work on and prepare their posters, or power points. Students will be encourage to be creative as that will be a part of their overall grade. Day 5: Students will present their projects throughout the class period. No more than 5 minutes per presentation.The audience will be required to give an assessment and critique on 4 presentations of their choice. The critique will have 1 point they like, 1 point they don't like, and 1 question/ argument that the student disagrees with. If the presentations take longer than the class period the students will continue the next class period. After the class period students that did posters will hang them in the hall-way for students to come by and educate themselves with. Assessment: Students will have many opportunities to be assessed throughout this unit. Students will be assessed on their abilities to critically think, communicate, collaborate, and their creativity. (See attached rubric). Students will be graded on their formal assessments throughout the lessons in the week. The summative assessments include the end of the unit presentation and reflection about their case study that they conducted. Materials- Computer/ Ipad, projector, writing tool, paper. Standards- III. FINANCIAL ANALYSIS Achievement Standard: Assess the financial condition and operating results of a company and analyze and interpret financial statements and information to make informed business decisions. Level 3 - 4 Performance Expectations ? discuss the information that can be obtained from analyzing financial statements ? recognize the primary areas of analysis (trend analysis, profitability, liquidity, capital structure) and explain the information that can be obtained from each type of analysis Objectives- Students will begin the structure of their first business portfolio. By the end of the unit students will have access to their cover letter, resume, and financial analysis documents. (Cover letter and resume will have already been completed with school counselor)This will be a place for students to handle all of their accounting and business documents. Students will be able to read and analyze financial statements. Lesson- Day 1: 50 min. You will address the class and explain the importance of having a folder/ file for all business documents. (10 min.) Students will then follow along with you on the projector in the classroom. (5 min.) The first slide will explain how to create a folder on their online storage program. (1 min.) Students will then be responsible for adding their cover letters and resumes that have been previously completed into the “portfolio” folder on their computer. (10 min.) Students will also drag any other previous business projects they have completed into this folder. Students will now get in groups of 3-4 and answer the question on the board, “ Why is it important to create a business portfolio?”(10 min.) Each group will now be responsible for explaining their answers as to why it’s important for students to have a business portfolio which includes your cover letter, resume, and previous financial projects(ie: financial analysis projects). (10 min.) Day 2: 50 min. You will write down the definitions for the following words on the board: profitability, liquidity, capital structure, yearly earnings, and quarter growth. Students will be responsible for finding a publicly traded company that they want to conduct their financial analysis on using their computers and tablets. (15 min.) After students find a company of their choosing, they will be given time to analyze the company and write down their thoughts regarding the company. (15 min.) They will need to explain their company using the vocab words written on the board at the beginning of class. Students will be given the freedom to present their company in a word document, prezzi, excel spread sheet, but most implicate a graph explaining contextual evidence of findings. (20 min.) Students are encouraged to explain what the company is doing well, and what the company could be doing better with. (see attached worksheet)The following period students will present their power points and explain what they had learned in the 20 minutes of analysis.Assessment- Day 1- Students will be assessed on their ability to create the folder in their database. They will also be graded on their ability to collaborate and contribute to the group discussion at the end of class. Day 2- Students will be assessed on the notes, thoughts and findings they wrote down regarding their company. They will also be graded on their ability to critically analyze their company and answer the questions regarding their individual report.MATERIALS:Lesson 1(Day 2)Name:Directions: Please write down the definition of each type of investing, and one real life example.Put and take accounts Beginning to invest Systematic investing Strategic investing Speculative investing. Lesson 1 (day 3 &4)Directions: Please choose one of the three case studies that Jocelyn is participating in. You are responsible to calculate the case study and answer the real life questions that are posed in front of her. You will then create a poster or powerpoint reflecting your findings, and proving your answers as to why, and how you found your specific answers. Looking at her schedule, Jocelyn realized that she only had a few hours before her first meeting with her financial advisor. She had started her first job in September, earning $50,000 as an account executive at a high-tech firm, and one of the benefits of working at NewTech was a two hour meeting with a financial advisor. The advisor had sent along an email last week:Exhibit 1: EmailHi Jocelyn, I am looking forward to our meeting next Thursday at 3pm. In order to prepare for our meeting, I would like for you to develop a list of short, medium and long-term savings goals. This will help us work together to figure out:How much you will need to saveWhere you should put your savingsIn terms of point #2 above, I think that there are three options that you might consider for where to put your savings. I am listing them below as well as how much those investments have typically returned in a year. We want to make sure that you earn the highest returns for your money, so I will likely suggest all stocks but I wanted to make sure you saw that there were other options also. Savings/Investment options:Savings account (1% annual return)Bonds (3-5% annual returns)Stocks (7-9% annual returns)Also, you should know that our firm has some of the best stock mutual funds around, and I look forward to sharing them with you soon.Regards,Tommy StockmanDRIVE AWAY IN THIS BEAUTY TODAY!BRAND NEW FOR ONLY $20K!JUST $4000 DOWN PAYMENT!LOW 7% INTEREST RATE!5 YEARS TO REPAY YOUR LOAN!YOU CAN’T AFFORD NOT TO!Answer this: 2. In order to afford the down payment, how much will Jocelyn need to save for each of the next three years? Does this seem like a reasonable amount, given her salary?Year 1: __________________Year 2: _________________Year 3: __________________TOTAL 3. Where should Jocelyn stash her money for the down payment?4. What will be her car payment for each of the following five years (years 4-8)? Use this auto loan calculator with the assumptions listed above and remember to convert monthly figures to annual ones (note that sales tax where she lives is 5%, and because this is her first car she won’t benefit from trade in allowance). Year 4: __________________Year 5: __________________Year 6: __________________Year 7: __________________Year 8: __________________So far, so good. Now, it was on to her “dream house,” which Jocelyn thought would cost about $190,000 (the median price of homes in the United States at that time). Her goal was to buy the house in 10 years to give her enough time to save. She also been told that she would NOT need to pay the full cost of the house upfront, but that most home purchases required a down payment of 20% of the cost of the house. The remaining 80% she could borrow with a 30-year mortgage that currently had an interest rate of 5%. These rates would likely change when she was ready to borrow, but she needed an estimate. Answer this: 5. What is the amount of the down payment that she will need to save for the home? How much will she need to borrow? 6. How much would she need to save for each of the first ten years to cover the down payment you calculated in #5? Does this seem reasonable given her salary? To be conservative, assume that she saves this money in a checking account not earning any interest.7. Using this mortgage payment calculator, determine what her annual mortgage payment would be over the 30 year term assuming a 5% interest rate and using the amount she needs to borrow from Question #5. Be sure to convert monthly payments into annual costs. 8. Does this monthly payment seem reasonable for Jocelyn, using the standard rule of thumb that your mortgage payment shouldn’t exceed 30% of your gross salary?Lesson 1 (Day 5)Name:Presenter's Name:Directions: Please answer the following peer reflection and give helpful, and constructive insight towards their findings.What did the group do well?What could the group improved on?Was there anything that confused you from the presentation and or is there anything that you found you didn't agree with?Lesson 2 (day 2)Name:Directions: Please answer these questions when researching your stock and be prepared to explain and prove what you found, and how you found it.What Stock Did you choose?Explain any fluctuations the stock had in the last quarter (up, down, same) and why?.What were some of the possible causes for the stocks price to fluctuate the way it did in the last quarter?Powerpoint Tip Sheet:Tips for Creative Effective Powerpoint PresentationsThe powerpoint presentation is ubiquitous, but just because everybody does it doesn’t mean everybody does it well. Here are some tips to help you save your audience from "death by PowerPoint."? Use the slide master feature to create a consistent and simple design template. It’s fine to vary the content of your slides (e.g., bulleted list, 2-column text, text & image), but be consistent with other elements such as font, colors and background.? Simplify and limit the number of words on each screen. Use key phrases and include only essential information. o Generally no more than 6 words a lineo Generally no more than 6 lines a slideo Avoid long sentenceso Larger font indicates more important informationo Font size generally ranges from 18 to 48 point? Limit punctuation and avoid putting words in all capital letters. Empty space on the slide will enhance readability.? Use contrasting colors for text and background. Dark text on a light background is best. Patterned backgrounds can reduce readability of text. ? Avoid the use of flashy transitions such as text fly-ins. These features may seem impressive at first, but are distracting and get old quickly.? Overuse of special effectssuch as animation and sounds are distracting and may make your presentation seem less than serious.? Use good quality images that reinforce and complement your message. Ensure that your images maintain their impact and resolution when projected on a largerscreen. ? If you use builds, have content appear on the screen in a consistent, simple manner; from the top or left is best. Only "build" screens when necessary to make your point because they can slow your presentation. ? Limit the number of slides. Presenters who constantly "flip" to the next slide are likely to lose their audience. A good rule of thumb is one slide per minute. ? Learn to navigate your presentation in a nonlinear fashion. PowerPoint allows the presenter to jump ahead or back without having to page through all the interim slides. ? Know how to and practice moving forward AND backward within your presentation. Students may ask to see the previous screen again. ? If possible, view your slides on the screen you'll be using for your presentation. Make sure they are readable from the back row seats. Text and graphics should be large enough to read, but not so large as to appear "loud." ? Have a Plan B in the event of technical difficulties. Remember that transparencies and handouts will not show animation or other special effects. ? Don’t read from your slides. The content of your slides is for the audience, not for the presenter. ? Don’t speak to your slides. It’s very easy to be distracted by the content on your screen. A minor exception to this guideline is a need to draw your audience’s attention to a specific part of your slide. For example, you could use a pointer to identify a trend in a graph. Otherwise, there's simply no reason to show your back.Assesment Materials:One rubric is out of 4 points, and one is out of 5, I would have a conversion formula to make sure it's equal.Power Point RubricPoster Rubric ................
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