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Project Title: The Budget Board Game

Project Idea: Students will collaborate to create a personal budget board game.

Entry Event: The students will create a board game to learn about personal finance topics and issues

Content Standards:

|Standards Directly Taught or Learned |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |

|Through Discovery | | |

|TCS.9-12.3 Locate and collect |Determine issues regarding personal finance for |Students will use their skills to create a board game with various |

|resources from a variety of sources |young adults and families |expected and unexpected expenses and income. |

|and organize assets into collections | |Project Rubric |

|for a wide range of projects and | | |

|purposes | | |

|SS.C.31 Evaluate income lifestyle, |Use resources to justify means to complete the |Students will use a variety of financial calculators and internet sites|

|and career opportunities based on |board game |to get unbiased information in order to create a budget board game. |

|education and financial aid decisions| |Project rubric |

| | |Group Contract |

|Construct, utilize, and monitor a | |Collaboration Rubric |

|budget | | |

|SS.C.31 Evaluate income lifestyle, |Work together to |Students will work in groups of 4 to create a budget board game. They |

|and career opportunities based on | |will obtain information from Insurance companies, banks, and various |

|education and financial aid decisions| |other sources. |

| | |Group Contract, Banking Form, Insurance Form, Project rubric. |

|Construct, utilize, and monitor a | | |

|budget | | |

Performance Objectives:

Know

•Income tax rates

•Interest rates

•Insurance rates

•Bank fees

•Average utility costs

• Income for various careers

•Mortgage or Rental Fees

Do

Analyze and monitor a personal budget

•Identify different types of taxes

•Identify different types of insurance

•Ιιdentify different types of banking services

•Calculate income and expenses

•Predict unexpected expenses and extra income

Driving Question:

Assessment Plan:

| |Board game including instructions |

|Major Group Products |Daily Reflections Sheets |

| |Checklist |

| |            Group planning documentation and contract |

| |Charts ( tax rates, bank interest rates, insurance rates) |

|Major Individual Products |Journal entries |

| |Budget Game Living on a 20 square Salary (see link) |

| | |

Assessment and Reflection:

|Rubric(s) I will use: (Check all that apply.) |Collaboration |X |Written Communication | |

| |Critical Thinking & Problem Solving | |Content Knowledge | |

| |Oral Communication | |Other (See below for combination rubric) |X |

|Other classroom assessments for learning: (Check all |Quizzes/ tests | |Practice presentations | |

|that apply) | | | | |

| |Self-evaluation (Living on 20 Square Salary link)|X |Notes | |

| |Peer evaluation | |Checklists/observations |X |

| |Online tests and exams | |Concept maps | |

|Reflections: |Survey | |Focus Group | |

| |Discussion | |Task Management Chart | |

| |Journal Writing/ Learning Log |X |Other | |

Map the Product:

Product:

|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |

|Application of Basic Budgeting skills | |X |X |

|2. Use of Financial calculators(insurance, taxes, mortgage, and automobile | | |X |

|financing) | | | |

|3. Understanding of Utility Payments | |X | |

|4. Knowledge of Savings and Investments Options | | |X |

|5. Career and Income knowledge | | |X |

|6. Understanding of expected and unexpected expenses and income. | | |X |

Resources:

School-based Individuals:

Media Specialist

Technology Coordinator

Economics Instructor

Technology:

Various Internet Research Sources

Financial Calculators (see financial calculator form)





Community:

Various Local Banks

Various Insurance Companies

WV State Treasurer’s Office

WV Junior College

Materials:

Art Supplies

Poster Board

Construction Paper

Manage the Process:

Students will be divided into groups of 4 to create their board game.  Each group must create a contract outlining individual responsibilities relating to the checklist and project rubric.  Each group could include included students with special needs and they will complete similar tasks but will receive accommodations when and if needed.

Below is a sample flow chart of events for the project (terms underlined will have documents found below):

 

1.  Entry Event - The Educational Toy Company has asked you to create a realistic board game to teach high school seniors how to manage a personal budget using various career, banking, and taxation and lifestyle choices.

2. Play various board games such as Monopoly, Payday, and life in order to give students ideas.

3. Groups will Create and sign Contracts (see group contract template).

4. Budget review- individually, plays BUDGET Groups will begin planning out their project.

5. Groups begin Daily Reflections sheets.

6. Once game directions are decided, group’s leaders will individually meet with the teacher to present their ideas.

7. Complete Insurance Form, Banking Form, and Financial Calculator Forms.

8. Board Game should already be started (including, Money, game pieces, good and bad breaks cards, and Instruction booklet).

9. The teacher will meet with each group to finalize game boards and instruction booklets.

10. Students will actually work on games (remind them to complete their Daily Reflection Log).

11. Groups will present their game to the class as well and other individuals from the community

12. Groups will set up the game to be played. Groups, Teachers, and community members will rotate In order to play each game.

13. Collaboration and Final Game Rubric

14. Complete PBL Budget Game Project Evaluation Handout.

15. Project Evaluation discussions

Project Reflection and Evaluation:

Once everyone has had a chance to either observe or play each game and complete the PBL Budget Game Project Evaluation Handout they will meet back for reflection.  They will then decide which game or games were the most realistic.  One or more community members will meet with each group to discuss the realistic and unrealistic aspects of their game.  They will give suggestions on how the project could be improved.  The class as a whole will then choose the best games and give feedback on what they would change about the project or additional information that would be helpful prior to or during the project.

Budget Game PBL Rubric

|Criteria | |1 |2 |3 |

|Career and income options are evident. |30% |Some reference is made to careers and income. |Career, income and taxes are aspects of the game. |The game is realistic and various career and income |

|Monthly paychecks and income taxes are | |Fewer than 5 good and bad breaks are included in the |The game includes a minimum of 5 good and 5 bad |choices are available. Income is divided into months |

|addressed. Good and Bad Breaks are | |game. |breaks. |and the various taxes are deducted from the paychecks |

|addressed, for example unexpected expenses | | | |The game includes various unexpected expenses and |

|and income. | | | |additional income. A minimum of 10 good and 10 bad |

| | | | |breaks. |

| | | | | |

| | | | |9- 10 |

| | | | | |

| | |1 – 2 – 3 – 4 - 5 |6 – 7 - 8 | |

|Monthly Utilities and expenses are assessed,|30% |Some utilities and other expenses are included in the |At least 4 utilities are included in the game as well |All Six utilities are assessed as well food expenses, |

|including: power, gas, electric, cable, | |game. |as food, car and recreational expenses. |car payments and recreational expenses. |

|telephone, internet, food, car payments, as | | | | |

|well as recreational expenses. | | | | |

| | | | |9 - 10 |

| | | |6 – 7 - 8 | |

| | |1 – 2 – 3 – 4 - 5 | | |

|The game board should be colorfully packaged|10% |The game includes instructions, money, game pieces, |The game is realistic. It includes an instruction |The game looks very realistic and is packaged well. |

|and appeal to the eye. The game includes | |and dice. |booklet, money, game pieces, dice, and at least one |It includes explicit directions, money, game pieces, |

|directions, money, game pieces, dice, and | | |other product (i.e. cards, savings book, stocks, |dice, and at least 3 other products (i.e. cards, |

|various other game options (cards, savings | | |bonds, property deeds) |savings book, stocks, bonds, property deeds). |

|books, stocks, bonds, property deeds). | | | | |

| | |l | | |

| | | | |9 - 10 |

| | | |6 – 7 - 8 | |

| | |1 – 2 – 3 – 4 - 5 | | |

|The budget game includes: the cost of |30% |Insurance and savings are addressed in the game but |Each player has assessed at least 2 insurance premiums|Each player is assessed for health, life, and |

|health, life, and automobile insurance are | |they are not assessed from each player. |and has the ability to either contribute to a savings |automobile insurance. Each player also has the |

|addressed. The game also includes | | |or investment option. |ability to contribute to investment and savings |

|investment and saving options. | | | |options. |

| | | | | |

| | |1 – 2 – 3 – 4 - 5 |6 – 7 - 8 |9 – 10 |

Budget Game Financial Calculators:





Please record any information obtain from financial calculators below:

Site________________________________________

INFO OBTAINED:

Site________________________________________

INFO OBTAINED:

Site________________________________________

INFO OBTAINED:

Site________________________________________

INFO OBTAINED:

Site________________________________________

INFO OBTAINED:

DAILY REFLECTION LOG

Budget Game

DATE: ______________

GROUP MEMBERS:

REFLECTION:

TO DO LIST:

Team Contract Template

Team Members:

Our Purpose:

Code of Conduct

We will:

1. Provide the opportunity for all members to participate.

2.

3.

4.

5.

Decision Making

We will make project decisions by:

1.

2.

3.

Timeline

Task due Responsible Person(s) Checkpoint

Budget Game

Banking Services Form

Bank Name: ______________________Date:_________________

|Account |Fee/interest rate/term |

|Checking/Debit Card | |

|Passbook savings | |

|Money market account | |

|Savings bond | |

|Certificate of deposit | |

|Home Mortgage | |

|Auto Loans | |

Budget Game Insurance form:

Name of company: ______________________Date:_________

|Type coverage |Term/monthly premium |

|Health insurance | |

|Home Owners | |

|Renters | |

|Automobile | |

|Life Insurance | |

| | |

| | |

Collaboration Rubric

Use the following scale to assess the group’s work:

1= week 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. Each member of the group had a clear understanding

of the group’s task. 1 2 3 4 5

2. Each member of the group had an understanding

Of his or her expected contribution to the assignment. 1 2 3 4 5

3. Group members listened willingly to one another. 1 2 3 4 5

4. Members of the groups showed leadership qualities. 1 2 3 4 5

5. Group members presented information in a logical manner. 1 2 3 4 5

6. Group members encouraged one another. 1 2 3 4 5

7. Each member of the group fulfilled his or her

responsibilities. 1 2 3 4 5

8. The group fulfilled all the requirements of its

assigned task. 1 2 3 4 5

9. Overall, the group worked well together. 1 2 3 4 5

10. The group performed to its full potential. 1 2 3 4 5

Comments:

Total Points _____________

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