O Elementary School Module engage express evaluate exhibit Module : Kid Accountant
ABOUT THIS MODULE ABOUT THIS MODULE ACADEMIC VOCABULARY REQUIRED MATERIALS EVENT PLANNER MONEY! MONEY! MONEY! 9 Spend It or Save It? Rainy Day Funds KID-PRENEURSHIP 1 Owning My Future Marketing My Future BANKING 101 17 Checks and Balances Credit Card Madness MONEY MATH 4 I've Got a Dollar Making Cents COMMUNITY SHARING EVENT 8 Preparation Money Makes Cents of
About This Module Overview This module introduces members to money management through various activities. Members are exposed to entrepreneurship and how to save money. How can effective money management impact your life? Driving Questions What is the importance of saving money? What is entrepreneurship? Product of the Week Members will create piggy banks to practice money saving skills. Community Sharing Event Money Makes Cents of
Academic Vocabulary Word Definition Marketing To sell products through advertising. Entrepreneur A person who starts their own business. Product Something that someone is selling. Services Work done for someone. Strategy A plan. Target Audience A group of people who are targeted to advertise a product to. Brand A mark that identifies something or someone. Feedback Someone s thoughts about something or someone. Showcase To display something. Budget An amount that is set aside to use or spend. 4 4 of
Payee A person who is being paid. Endorsement A signature. Debit Card A card that allows you to access money in your bank account. Credit Card Check ATM A card that allows you to access money to borrow that will have to be repaid. A written form of payment that allows you to pay someone with money from your bank account. A machine that allows you to access money in your bank account 4 hours a day. Deposit To put money into your bank account. Interest A percentage of money added to an amount that is borrowed. Withdraw To take money out of your bank account. Balance The amount of money in your bank account. Lender The person or place that lends money to people or businesses. 5 5 of
Required Materials Note: Facilitator resource materials and handouts are distributed at the end of the day, but should be printed in advance. 1 Poster board/flip chart /4 Series of images/symbols (at least twice as many as the number of group members) 1 Computer and printer (to print out symbols) 1 Paper money 1 Candy and things to purchase in the mock store Facilitator 1 Dry erase board and markers 1 Scissors 1 Stickers 1 Poster board 1 Pretend coins or real coins 1 Articles on Moziah Mo Bridges, Mikaila Ulmer and Alina Morse 1 Computer 1 per Team 1 Scissors 1 Glue stick 1 Magazine 1 pack Markers 1 pack Crayons 1 pack Colored pencils 1 per Member 1 Pen/Pencil 6 6 of
1 Post-it Note 1 Die (for game) 1 Paint 1 Poster board 1 Newspaper 1 Computer 1 Paper bag 1 Small plastic water bottle, clean single serve milk carton, small tissue roll, or small box to serve as the body of a piggy bank 1 Pencil 1 Paper 1 Construction paper 1 Legal size paper 1 pack White envelopes ( per member) 1 Blank Checks handout 1 ATM Card handout 7 7 of
Event Planner Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval. Type of Event on Friday Event Name Who s Invited Publicity to Use (Circle all that apply, use blank spaces for additional items) Event Location Display Area for Projects Fliers Invitations Ads Website Supplies Needed (Circle all that apply, use blank spaces for additional items) Refreshments (Try to select items that tie into the theme) Chairs Scissors Games Tables Markers Signs CD Player Tape Video Equipment Cups Napkins Task Task Task Task Task Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: 8 8 of
Money! Money! Money! Activity 1 Spend It or Save It? Location Classroom Setting Estimated Time 45 minutes Description Members will be introduced to making choices about spending and handling money Objective By the end of this activity, members will be able to make decisions about spending and understand the value of money 1 Set of paper money What You Need 1 Set of objects (anything you have available markers, cups, snacks, etc.) for the mock store. White envelopes (per member) 1 Pack of markers, crayons or colored pencils (per workstation) 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations and mock store. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Each member steps forward saying his/her name while performing a brief movement of choice for example, clapping or jumping in place. 9 9 of
The group repeats the member s name and movement together. Steps to Follow 1 4 5 6 7 8 9 10 Have each member of the group say everyone s name while matching each member s name with the movement they performed. Do this before moving on to the next person. Point out to members that they probably had to make a decision as to what movement to pick, especially if someone else already used it. Tell members that decision-making is a skill they will work on today. Say, We all make decisions daily. Our decisions are based on things we know and things that interest us. Ask members if they have ever had to decide how to use their money. Did they want to save the money or spend it? Allow members to answer. Ask members if they think it is better to spend money when they get it, or to save it for later. Allow members to answer and ask why they feel the way they feel. Tell members that today they will explore how to make decisions related to money. Say, Spending is something that can t be avoided. We spend money to get things that we need. Spending money is an exchange and barter system that we use when we make purchases. Ask members to share what they know about spending money and making purchases. Ask members to explain the differences between spending and saving. Why do we need to do both? When is one more important than the other? Say, There are benefits of spending as well as saving. You have to decide if the object you want to purchase is a need or a want, and if you can wait for it or not. There are several factors that go into spending and saving, but ultimately the choice is yours. Tell members that they have two choices with money, to spend it or save it. Give members $ each. Give members two envelopes to decorate. Ask them to write Spend It on one envelope, and Save It on the other envelope. Allow members to view the store and decide if they want to buy something with their money or save their money. If they choose to save their money, have them place it in their Save It envelope. Ask members to share their decision and why they made it. Explain to members what they can do with money over a period of time if they save it. 10 10 of
Activity Rainy Day Funds Location Classroom Setting Estimated Time 45 minutes Description Members will learn the importance of setting financial goals Objective By the end of this activity, members will be able to identify a financial goal 1 Pencil (per member) 1 Sheet of construction paper (per member) Glue sticks (per workstation) What You Need 1 Pair of scissors (per workstation) 1 Legal size piece of paper (per member) Magazines (per workstation) Box of markers (per workstation) 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for implementation. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Ask members to form a circle. Tell members that in the community builder for this activity, they will focus on inner beauty. Tell members to pick one thing about themselves that they really like, (e.g., their ability to find goodness in every situation). 11 11 of
Steps to Follow 1 4 5 6 7 Ask members to share what they picked. Explain to members that this is a useful technique to use when deciding on a purchase. We should pick the one thing that would be most beneficial, or decide to save our money until we find that one thing that would be most beneficial to us. Say, I can think of a lot of things that I would like to buy, but there is one particular item that I want more than the others. Right now, I cannot just go and buy it because I do not have enough money. I think I will save my money to purchase it in the future. Ask members if they can think of something they want to purchase, but don t have enough money for. Allow members to answer. Tell members that the things we want cost money and we need to have enough money to buy them, which is why we must save our money sometimes to buy something that costs more than the amount we have now. Ask members how much money they need to save to be able to purchase the item they want. Tell members that the number they come up with is their goal for saving. Give members a legal sheet of paper. Tell members that they will use the paper to create a visual reminder of their goal. Allow members to cut photos from magazines or draw pictures of what they want to purchase. Tell each member to write their goal and My savings will get me: at the top of their paper. Attach the papers to construction paper and allow members to share their goal with the group. Reflection and Recognition Estimated Time 10 minutes 1 Ask members to reflect on what they learned today. Steps to Follow Have members write a journal entry about something new they learned. Collect journal entries to use at the Community Sharing Event. 1 1 of
Kid-Preneurship Activity 1 Owning My Future Location Classroom Setting Estimated Time 45 minutes Description Members will be introduced to creating a business to earn money Objective By the end of this activity, members will have a business plan for a business they wish to create 1 Piece of paper (per member) 1 Pencil (per member) What You Need Articles/websites about children entrepreneurs (Moziah Mo Bridges, Mikaila Ulmer, Alina Morse, etc.) 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for members. Split members into groups of three to four. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Gather the group together in a circle. Share that the activity will begin with everyone telling the group how they are feeling. 1 1 of
Ask each member to think of one thing that would make them happy right now. Go around the room and allow members to share their thoughts. Share that it is important for everyone to recognize what is going on in the lives of those around them so that when someone needs support and encouragement, they will get this. Explain to members that entrepreneurs think about what will make them happy in a job and what products they can offer that will make others happy as they create their business. 1 Say, Today is all about businesses and creating businesses. Steps to Follow 5 Ask members if they know what an entrepreneur is. Allow members to answer. Tell members that an entrepreneur is someone who owns their own business, works for themselves and sometimes even has employees who work for them. Ask members to think of a business they would like to start. Then ask them if they know any entrepreneurs. Tell members, Today, we are going to explore the possibilities of being entrepreneurs. We are going to Own Our Future by determining what we can do to be an entrepreneur. Tell members that there are many entrepreneurs in the world who came up with ideas to offer goods or services that were needed. 6 Introduce members to children entrepreneurs and their businesses. 7 8 9 10 Tell members that they will spend the remainder of the work session developing strategies and plans for a business of their own with their group. Ask members to reflect on the warm-up activity and work in groups to decide on one entrepreneurship idea. Have members determine the need for this idea or product and determine their target audience. Members should set a price for their services or goods and begin to build out a strategy for a marketing campaign. Ask members to share their ideas with the group as you ask questions to push them to think deeper. Activity Marketing My Future 14 14 of
Location Classroom Setting Estimated Time 45 minutes Description Members will understand the concept of selling their product or service Objective By the end of this activity, members will have a complete marketing plan and display for their product or service 1 Poster board 4 Magazines (per workstation) What You Need 1 Box of markers and art supplies (per workstation) 1 Piece of paper (per member) 1 Pencil (per member) 1 Gather all supplies necessary for implementation. How to Prepare Prepare workstations for members. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Put chairs in a circle facing out. Leave room for the members to walk single file in a circle around the chairs. Put another row of chairs facing the inner circle. The number of chairs in each circle needs to be the same. If the gender balance is even, then all the males in the group sit in the inner circle, and all the females sit in the outer circle. If not, then mix up the genders within both circles. Play music and have those from the outer circle walk around in the aisle between the circles until the music stops. When the music stops, have members sit in chairs facing the others. They have approximately two minutes to discover three things about the person sitting across from them that they did not know previously. After two minutes, start the music again and those on the inner ring should walk until the music stops. 15 15 of
Repeat the process a few times. Steps to Follow 1 4 5 6 Say, In activity one, we focused on creating ideas that could be turned into entrepreneurship opportunities. We will now focus more on bringing those ideas to life. Tell members that strategy is the way they will get people to buy their products, and marketing is how they will make people aware that their product exists. Ask members to work with their groups to discuss strategy and marketing. Tell members to consider who their target audience is. Explain that a target audience is the people they are marketing their product to in an attempt to get that audience to buy their product, (e.g., children, moms, teachers, etc.). Tell members to use the materials at their table to create a poster to market their product or service. Remind members that this poster should invite someone to want to know more about their product or service. Tell members that these posters will be used to preview their product and market their product to the whole group. 7 Allow members to complete their posters. Tuesday Reflection and Recognition Estimated Time 10 minutes 1 Ask members to reflect on what they learned today. Steps to Follow Have members write a journal entry about something new that they learned. Collect journal entries to use at the Community Sharing Event. 16 16 of
Banking 101 Activity 1 Checks and Balances Location Classroom Setting Estimated Time 45 minutes Description Members will be introduced to the functions of a bank account Objective By the end of this activity, members will understand checking accounts and some functions of a bank account 1 Blank Checks handout (per member) 1 Box of markers or crayons (per workstation) What You Need 1 ATM Card handout (per member) 1 Large photo of a check (display on projector or create it on poster board) 1 Pencil and blank paper (per member) 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for members. Make copies of handouts. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Ask members to form a circle. Ask them to either silently write words or draw pictures that describe themselves. Have members pin or tape the paper onto their shirts and walk around the room. Everyone should then look at each other s papers. 17 17 of
Steps to Follow 1 4 5 6 7 Have members remove the papers from their shirts and give them to you to shuffle them. Have each member pull a piece of paper randomly from your hand and then find the owner of that piece of paper. Explain to members that this is called silent identification. Silent identification is similar to how someone is recognized at a bank and through their bank account. They are recognized by the number associated with their account. Ask members if they know what a bank is, what happens there and if they have ever been to one. Explain to members that a bank is the place where you take money to be held safely. Having an account allows you to monitor your money and gain interest on the money you have in your bank account. Tell members that banks can give you loans to buy things and give you debit cards and checks to use for purchases. When the debit cards and checks are used, money is then subtracted from the money you have in your bank account. Tell members that since they are now entrepreneurs who will be earning money, they will explore the functions of a bank and bank accounts today. Say, In our introduction, we learned that bank accounts are safe places for us to store our money. Show the check and debit card templates and ask members if they know what these are. Tell members that bank accounts, checks and debit cards can all be used to make purchases. Tell members that paying with these methods gives people permission to take a certain amount of money from their bank account. Display an image of a check. Tell members that there are several parts to a check: - The date it is written - The amount being paid - The payer or person who is writing the check - The payee or person who will receive the check - The endorsement or signature of the person receiving the check - The routing and bank account numbers which tells the bank who the account belongs to Tell members that checks have to be completed in their entirety and signed to be valid. Remind members that you can only write a check for the amount or less than the amount in your account or you will have to pay the money back to the bank. Give members a copy of the check handout. Ask every member to identify the parts of the check based on what they have learned. Ask for a volunteer to share their answer. 18 18 of
8 9 10 Say, There are other ways to access the money in your account. Most banks will give you an Automated Teller Machine (ATM) card. This card allows you to withdraw or take out money, deposit money or put money into the bank. An ATM also gives you your balance, which is how much money you have in your account. To use this card, you must have a secret password so that your money can remain safe. You can also use this card at stores to purchase items. Give members a copy of the debit card handout so they can create their own debit cards to purchase items in your store. Allow members to decorate their cards. Ask members to share what they have learned about debit cards, checks and bank accounts. 19 19 of
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Activity Credit Card Madness Location Classroom Setting Estimated Time 45 minutes Description Members will be introduced to credit cards and how to buy items using credit Objective By the end of this activity, members will understand the use of credit 1 Computer to view video What You Need 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for members. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Ask members to find a partner and play one round of Rock, Paper, Scissors. The winner becomes the leader and the losers root for the winners during the rounds. Tell the winners to keep competing with other winners until there are only two large groups. The last two winners will play a game of Rock, Paper, Scissors to find a champion. Explain to members that this type of intense excitement is how it feels using credit cards. This excitement can be extreme until you get in over your head and lose by overspending. of
Steps to Follow 1 4 5 6 Say, We have been discussing responsibility quite a bit and we will once again talk about being responsible with money and credit. You are never too young to learn about credit and money. Tell members that credit is money loaned or borrowed from someone else or the bank. This money has to be repaid. Remind members that saving and budgeting will help lenders see how well they manage money. It is also important to only buy things that you know you will be able to pay back with credit. Say, Adults are the only ones who can apply for credit cards. When they get a credit card or a loan from a bank or company, they are able to pay it back over a period of time. Each card has a credit or spending limit, which is a certain amount of money that can be used. Tell members that they must pay interest when buying things with credit. Interest is the amount of money a bank or company charges for using their money and paying them back over a period of time. It increases the amount of the item purchased and causes it to be more than the price you paid for it. Remind members that it is best to use cash or pay back money within a short period of time for things bought on credit. Remind members that debit cards and credit cards are different. Explain the difference. Ask members to repeat the difference to you. Show members the following video: Debit Cards vs. Credit https://www.youtube.com/watch?v=ojtecs-dvkc. Allow members to watch the video and have a discussion about the video and the differences between the cards. Reflection and Recognition Estimated Time 10 minutes Steps to Follow 1 Ask members to reflect on what they learned. Have members write a journal entry about something new that they learned. of
Collect journal entries to use at the Community Sharing Event. Money Math Activity 1 I ve Got a Dollar Location Classroom Setting Estimated Time 45 minutes Description Members will be introduced to using money to practice math Objective By the end of this activity, members will be able to use multiple combinations of coins to make $1.00 1 Paper bag (per workstation) What You Need Set of coins (per workstation) ( pennies, nickels, dimes, quarters and half dollars) 1 Pencil (per member) 1 Piece of paper (per member) 1 Bag of candy to use as rewards/prizes 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for members. Divide members into groups of four. Warm Welcome 1 Greet members by name as they enter the program area. 4 4 of
Engage in meaningful conversations with members. 1 Have members split into groups of four. Ask members to take turns saying their times tables to one another in their group. Let them know they have three seconds to answer correctly. Community Builder Steps to Follow Start to eliminate members who answer incorrectly. 1 4 5 6 7 8 Explain to members that just like this activity, transactions with money use math and numbers. You have to be able to add and subtract your money to know if you have enough to purchase something, how much you are getting back and how much you are saving. Say, We have been learning about money, bank accounts and savings this week. Today, we will incorporate math into the fun. Ask members if they can count money. Tell members that math and money go hand in hand. Ask members to explain how math and money are related. Allow members to answer. Explain to members that money is counted using math. Tell members that they will engage in fun activities and even get a chance to make their own piggy bank. This may be a good opportunity to gage which bank members want to make. They have the option to make a sheep, a pig or a lion. Say, We have been learning all about earning and saving money. Today, we will do fun activities to learn to count money. Tell members that the bags at their workstations contains coins that equal more than $1.00 total, but they are challenged with picking coins without looking until they make $1.00. Tell members to pick coins one by one. Once they pick a coin, they will place the piece of paper over their coin and shade it until the imprint is on their paper. They will then place the coin back into the bag for the next player to pull and shade a coin. Tell members that the first person to reach $1.00 is the winner and will receive a prize. 9 Allow members to play the game. 10 Give a reward to members who reach $1.00 first. 11 Hand out materials for members to make piggy banks. The body of the bank could be a small water bottle, a clean milk carton, a rolled up tube of paper, or any other box. Pig ears, eyes, tails, and other 5 5 of
details can be made with construction paper, googly eyes, pipe cleaners for tails, or other craft supplies. Activity Making Cents Location Classroom Setting Estimated Time 45 minutes Description Members will continue math enrichment using money Objective By the end of this activity, members will be able to create $1.00 using various combinations of coins 1 Set of 100 pennies (per member) 1 Set of 10 dimes (per member) What You Need 1 Die per pair 1 Pencil (per member) 1 Piece of paper (per member) 1 Gather all materials necessary for implementation. How to Prepare Prepare workstations for members. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Ask members to form a circle. Have one member stand in the center and say, On my way to the Boys & Girls Club today I saw This member then acts out what they saw while the other members try to guess. 6 6 of
Steps to Follow 1 4 5 6 The member who correctly guesses goes into the center and starts the game again. Explain to members that this activity challenges them to use their memory to remember things they have seen. In the next activity, they will learn to remember coins by sight to help count money faster. Say, Math games involving money help us learn to count our money faster and learn the coins by sight. Tell members that they will have four turns to put together coin combinations to total $1.00. Have members create a scorekeeper with three columns labeled pennies, dimes, and total. Tell members that they will tally the amount of coins they have of each to determine how close they are to $1.00. Place the coins in the middle of the workstation so everyone can reach them. Have members roll the die. If the die shows four, they are to take four pennies. Members will roll again and whatever the number shows is the amount of dimes they can take. Tell members to tally the coins as they go. After their rolls, announce the winner who got closest to $1.00 without going over. 7 Repeat the activity for the remainder of the session. Reflection and Recognition Estimated Time 10 minutes 1 Ask members to reflect on what they learned today. Steps to Follow Have members write a journal entry about something new that they learned. Collect journal entries to use at the Community Sharing Event. 7 7 of
Community Sharing Event: Money Makes Cents Activity 1 Preparation Location Gym or Spacious Area Estimated Time 15 minutes Description Community Sharing Event Objective Members will share and showcase activities from the week 1 Event Planner Materials being showcased (any projects members want to display) What You Need 1 Gather materials necessary for the event. How to Prepare Complete the event planner. Set up the event space. 8 8 of
Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. Community Builder 1 Gather the group together in a circle. Ask members to begin by sharing how they are feeling. Have members compare their feelings to the weather, (e.g., cloudy, raining, sunshine, tornado, etc.). Share the importance of recognizing what s going on in the lives of those around them. Tell members this helps them know when to celebrate, support and encourage others in times of need. 1 Ask members to form a large circle. Steps to Follow Ask members to tell the group about one thing that will help to create the displays for their Money Makes Cents Community Sharing Event. Give instructions and times for what will take place, such as setting up for the event, rehearsals, greeting guests, display explanations and cleaning up after the event. 9 9 of
Activity Money Makes Cents Location Gym or Spacious Area Estimated Time 0-45 minutes Description Objective Members will follow directions and work together to display their projects from the week Members will be able to exhibit Money Makes Cents by displaying their activities and projects from the week 1 Tape for hanging team displays 1 Butcher paper for creating displays What You Need 1 Light refreshments for community audience 1 Table and decorations for refreshments 1 Chairs for guests and members 1 Device for playing musical selection 1 Musical selection to be played for exhibit viewing 1 Use the event planner for preparation. How to Prepare Designate areas of the room for each team display. Have music and large areas available for viewing. 4 Set up the refreshment table. Warm Welcome 1 Greet members by name as they enter the program area. Engage in meaningful conversations with members. 0 0 of
1 Ask members to form a circle. Community Builder 1 Have members say words of encouragement to everyone about today and how the flow of activities will go. Allow members to engage with one another and pair up to engage with visitors. Break members into teams. Give each team a designated area of the gym to display their materials. Distribute team materials. Steps to Follow 4 5 Say, Assemble your materials in a decorative display. Be as creative as possible. Suggest that members create a catchy title and slogan for their table. Ask teams to practice explaining their display one last time before the event. Remind members to circle around the gym, greet guests and show their displays. 6 Community viewing of displays. 7 Remind team leaders to gather their teams and have them sit in the front of the gym so they can be ready to present when announced. 1 1 of
Reflection and Recognition Estimated Time 10 minutes 1 Ask members to reflect on the Community Sharing Event and think of the things that could have been done differently or better. Steps to Follow Allow members to respond. Commend members on a job well done. of