EDTC 645 Integrating Technology: Global

Perspectives
Global Classroom Module
Becoming Financially Smart

LaTasha Virgil

Introduction:
This Global Classroom Module is a collaborative project in which students from my 6th
grade Honors class composed of 25 students will work with a group of students from a class of
6th graders at Stockholm International School (www.intsch.se/index.php) These two classes will
work together to become, financially smart, through experiential, and hands-on learning. These
lessons will be used to help prepare students for the real-world, as they learn about income,
budgeting, career, and making financial decisions for a family. The classes will work together to
discuss the differences in earning finances in their respective countries and the choices that must
be made to provide for themselves and a future family. Each class will go through a hands-on
budgeting simulation to see what it is like to live one day as an adult, and create a presentation
on the choices they made based on learnings throughout the module.
At the conclusion of this module, students will be able to:
1. make the distinction between abilities, aptitudes, interests, work preferences, and values.
They will explore various sources of income, including salaries and wages, interest, and
business profit.
2. identify their career interests and goals as a way to earn future income. They set a career
goal they will revisit at the end of the program.
3. learn the three main sources of government's tax on income and determine net monthly
income by deducting federal income tax, Social Security, and Medicare deductions.
4. define what good money management is and why it is important. They discuss how
setting financial goals and being an informed consumer will help them better manage
their money.
5. identify the components of a successful budget.
6. practice budgeting and learn how this tool can help them responsibly manage their daily
finances.
Global Classroom Module: Pre-Planning Proposal (Previously Submitted)

SUMMARY: The main goal of this module is to build financial awareness among students.
Students need to be aware of how to make financial decisions for their future. These choices
include but are not limited to income, monthly expenses, savings, and credit. The goal is for
students from two countries to learn about entrepreneurship, financial literacy, and work
readiness. Once students complete the module they will participate in a hands-on budgeting
simulation and compare the results amongst their peers.
BACKGROUND CONCERNING THE SCHOOL AND THE GROUP YOU ARE WORKING WITH:
Location: Hyattsville
Type: Middle School
Social Economic Issues:

77% Free and Reduced Lunch Program

Demographics

53% Hispanic/Latino
42% African American
5% All other racial backgrounds

TIME FRAME:
Over a six-week period divided into two units of three weeks each.
SUBJECT AND GRADE LEVEL:
6th Grade Mathematics
PROPOSED TOPIC AND RATIONALE:
Topic: Financial Literacy
Rationale: Students need to know how to use their basic math skills in order to make financial
decisions about their future. Common Core State Standards and various other initiatives push for
students to be college and career ready. What about being life ready? With these module

students can get a feel for what it is like to be an adult and hopefully become more
prepared/aware financially as a result;
GLOBAL NETWORK YOU PLAN TO USE:
ePals.com
KEY CHALLENGES:
The key challenge for this module would be figuring out how to connect with another country.
There are huge time differences between countries, so the discussion would not be able to take
place in real time. For this reason, not all of the 6th grade population will be able to participate
unless they use time at home to communicate with their peers in another country.
PRIOR KNOWLEDGE:
For this module, students will need to know their basic math skills (addition, subtraction,
multiplication, and division). Students are not expected to know how to budget or pay bills, so
this pertinent information will be taught to them in detail.
STANDARDS AND KEY CONCEPTS
CONTENT STANDARDS:
COMMON CORE MATH STANDARDS, GRADE 6
RP. Ratios and Proportional Relationships
RP.6.3b: Solve unit rate problems including those involving unit pricing and constant
speed.
NS. The Number System
NS.6.2: Fluently divide multi-digit numbers using the standard algorithm
NS.6.3: Fluently add, subtract, multiply, and divide multi-digit decimals.

NS.6.5: Understand that positive and negative numbers are used together to describe
quantities having opposing values.
SP. Statistics
SP.6.1: Recognize a statistical question as one that anticipates variability in the data
related to the questions and accounts for it in the answers.
SP.6.2: Understand that a set of date collected to answer a statistical questions has a
distribution which can be described by its center, spread, and overall shape.
NATIONAL EDUCATION TECHNOLOGY STANDARD FOR STUDENTS NETS (S):
NETS (S) STANDARDS:
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
c. Develop cultural understanding and global awareness by engaging with learners of
other cultures
5. Digital citizenship: Students understand human, cultural, and societal
issues related to technology and practice legal and ethical behavior.
GLOBAL THEME:
The financial literacy theme would fall under the Economic Systems category from the
American Forum for Global Education. As the students become financially literate, they will be
able to explore opportunities to make economic decisions. Students will be able to compare their
economies at its current state and make a financial decision about how they would budget to
support a family. Students will get to see the various economic disparities that take place
within both countries and will show how they can overcome those down falls.

PRE-LESSON STEPS:
The steps necessary to connect my class with another teacher and class will include the
following:
1. Reach out to educators on ePals.
2. Share the lesson with potential connection on ePals.
3. Create a plan with my partner teacher on pre-work needed prior to introducing the lesson
(i.e. pre-assessment)
4. Coordinate with teacher on lesson planning/strategies needed to implement the module
5. Plan what technology will be used for student collaboration as well as trouble shooting
needs.
TECHNOLOGY USE:
Students will use the following technology tools throughout the module.

Skype or Google Hangouts for video discussions

Twitter for live classroom discussions/sharing of ideas
Collaboration Tools (Google Drive/Microsoft Office) for presentations

ESSENTIAL QUESTION (S): (Junior Achievement)

What are various sources of income?

o What are the main sources of tax on income?
How do you determine your net monthly income?
What is short and long term investing?
Why are insurance policies important?
What are the advantages and disadvantage of credit cards?
o How do you build good credit?
What is good money management, and why is it important?

STARTING ACTIVITY FOR MODULE:

As an introductory hook, both peer classroom will determine work preferences, based on how
they rate their interests, abilities, and values. They will be matched to a career based on their
ratings. Peer teachers will record the students ratings and career matches and match them with a
peer who had similar choices.

Lesson Plans:
SUMMARY OF TWO LESSON PLANS:
The two lesson plans from the module will cover income and budget. Each topic will be further
split into two or three mini lessons. Students will have a lesson on setting career goals and how
taxes affect their income. With their partner classmate, they will discuss the differences in how
income is taxed amongst their countries. They will debate why taxes are used and how they
should be dispersed. With the budget lesson, students will look at how this tool can be used to
help spend money wisely. Students will practice using a budget and will discuss with their peers,
how poor financial decisions can be made, and why people may run into problems with
managing money. (Junior Achievement)
SUMMATIVE ASSESSMENT:
The financial assessment will be a simulation, where students will apply what they have learned
by creating a budget for their family based on a hypothetical life situation. Students will then
create a presentation for their peers to discuss their experiences and the decisions they made
while budgeting for a family. (Junior Achievement)
Lesson Plan Template
Lesson Title:
Grade Level/Subject Area:
Concept/Topic:

Income
6th Grade Mathematics

Length of Lesson:

Three 60-minute block lessons

Plan Your Future

Careers
Taxes and My Income

The entire module will consist of two-units

lasting for six weeks. The lessons below are
various ones that will be covered
throughout the six weeks.

Standards

Curriculum

Curriculum

Curriculum

Addressed:

Standards Day 1:

Standards Day 2:

Standards Day 3:

National Content

Standard 4: Role of

National

NS. The Number

Standards in

Incentives

Educational

System

Economics found at

Students will

Technology

NS.6.2: Fluently

www.ncee.net/ea/sta

understand that

Standard for

divide multi-digit

ndards.

people respond

Students (2007)

numbers using the

predictable to

Standard 2:

standard algorithm

positive and negative

Communication and

NS.6.3: Fluently add,

incentives.

Collaboration

subtract, multiply,

Standard 11: Role of Standard 3:

and divide multi-digit

Money

Research and

decimals.

Money makes it

Fluency

NS.6.5: Understand

easier to trade,

Standard 5: Digital

that positive and

borrow, save, invest,

Citizenship

negative numbers are

and compare the

(International

used together to

value of goods and

Society for

describe quantities

services.

Technology in

having opposing

Standard 13: Role

Education, 2007)

values.

of Resources in
Determining Income
Income for most
people is determined

by the market value

of the productive
resources they sell.
What workers earn
depends, primarily,
on the market value
of what they produce
and how productive
they are.
Standard 15:
Growth
Investment in
factories, machinery,
new technology, and
in the health,
education, and
training of people can
raise future standards
of living.
(National Personal
Finance Standards,
Lesson Goals:

2016)
Students will share

In this lesson students Budgets are personal

chapters from the

will be encouraged to

plans for spending

book Shoeshine Girl,

consider various

and saving income.

by Clyde Robert

topics related to

In this lesson,

Bulla, to learn about

career planning and

students will have the

the role of money,

the financial aspects

opportunity to see

discuss possible

of employment. The

how budgets allow

careers, and complete

goal is for students to

individuals to balance

an activity that shows

gain an

their expenses with

the importance of

understanding of

their income.

learning and

career planning and

practicing new skills.

the process of
employment, tips on
starting a new career
and provide practice
reading and
interpreting pay
stubs. Students will
also meet with their
partner school to
discuss the
differences in career
planning between
countries.
(Lessons: Grade 3-6,

2016)
Performance
Objectives:

Discuss the

role of money
Define the

term labor
Explain how
people earn

income
Identify
examples of

negative

calculations

planning

involve

process
Identify and

percent, and
identify the
steps to

employment
Understand

making good

the interview

financial

process
Understand

decisions.

(Wells Fargo,
2012)

of a job
Understand
some of the

workers can

benefits

improve their

companies

productivity

often offer

(Earning an
Income)

career-

hidden costs

and practice
new skills
Explain how

Students will
complete

some of the

workers learn

phases of the

apply for

positive and

incentives
Discuss why

Know the

employees
Interpret a
pay stub

(Lessons: Grade
Introduction:

Teacher will read

3-6, 2016)
Landing that first job

Opening Discussion:

several chapters of

is an exciting time,

As a warm-up,

Shoeshine Girl, by

and there are many

students will describe

Clyde Robert Bulla.

areas to consider

a time they wrote

Explain that in the

before the first

down a plan to do

book Sarah Ida gets a

paycheck is earned.

something. If they

job Ask the students

Students should

have written a plan,

if they have ever

explore career paths

how did they write

worked for money?

options and

down ideas on a

Ask what did you do? understand all of the

paper help them. If

Teacher will discuss

financial aspects of

they didnt how could

the book with the

employment. Teacher

it have helped them.

class. Asking

will review the career

Also have them

numerous questions

planning process with answer the following,

about the main

the students. This

what are some

character and how

process includes the

reasons you might

they earned money.

following phases:

want to have written

Teacher will then

Phase 1: Assessing

a plan for how you

discuss todays

your personal

are going to spend

economic concepts:

interest, abilities, and

your money? (Wells

the role of money,

career goals

Fargo, 2012)

labor, earning

Phase 2: Evaluating

income, positive and

the current

negative incentives,

employment market.

and improving

Phase 3: Identifying

human capital and

specific job

productivity, as it

opportunities.

relates to the book.

Phase 4: Applying for

(Earning an Income)

employment
positions with the use
of a resume or
application letter.
Phase 5: Interviewing
for available
positions.
Phase 6: Obtain
additional career
training. (Lessons:

Step-By-Step

Activity 1: Earning

Grade 3-6, 2016)

Activity 1: Assess

Procedures:

an Income

your Personal

with a Budget

Teacher will say that

Interests, abilities,

Worksheet

most people get the

and career goals

Students will pretend

money they need to

Based on each

that they have been

live by earning it.

students personal

saving their

Ask students if they

situation that they

allowance for a long

can name things

worked on yesterday

period of time, in an

people do to earn

as a group, they will

effort to go shopping

money.

answer questions

at the mall. They will

Activity 1: Shopping

Students will then

related to their

use some of the

work in groups to

interests and abilities

money they have

create a career

on a worksheet. Once

earned to go

exploration chart. On

students have

shopping, but must

the chart each group

completed this

be sure to include

will draw a table. The

worksheet, they will

sales tax. In the

table will have one

then complete an

worksheet, students

column for each

online career quiz

will have a set

student in the group.

created by Princeton.

amount budgeted and

Each student will

(Career Quiz, 2016).

will have to make

identify his or her

With this quiz the

decisions on how to

interests, and write

student will be given

spend their money.

the interests in the

lists of jobs that

Activity 2: Building

column under their

match their abilities

your Own Budget

name. Students will

based on the way the

Students will then

share their ideas, and

answered their

practice making their

then write down ideas questions. (Lessons:

own budget using the

about jobs they think

Grade 3-6, 2016)

given worksheet.

correspond to their

Activity 2:

Students will pick out

interests within the

Evaluating the

a fictitious allowance

corresponding

Current

amount out of a hat to

column. Students will Employment

determine how much

identify which career

they have available to

Market

he or she would like

Students will select

spend. The teacher

to pursue and why,

two careers that

will have a model

and then save that

interests them based

budget completed to

information for the

on the Princeton quiz. provide guidance to

next days lesson.

They will use library

students who need

Activity 2:

information, the

additional support.

Increasing

internet, and

(Wells Fargo, 2012)

Productivity

interviews with

Teacher will begin to

others to obtain

review with students

answers to questions

the term productivity

on the given

and how it relates to

worksheet. (Lessons:

the book that was

Grade 3-6, 2016)

read earlier.

Activity 3: Read and

In this next activity,

Interpret Pay Stubs

students will make

Students will be

paper baskets.

given a copy of a pay

Teachers will say,

stub. The teacher will

Each of you has just

walk them through

been hired to work

the various sections

for The Paper Basket

of a pay stub.

Company. You will

Students will answer

be paid one dollar for

questions on a

every basket you

worksheet based

make. I will inspect

upon information

all the baskets. If they from the pay stub.

are not of good

(Lessons: Grade 3-6,

quality, they will be

2016)

rejected. You will not

Activity 4: Speaking

receive money for

with Country Pen

rejected baskets.

Pal

Teacher will show

Once students have

students the dollar

completed all of the

bills and demonstrate

activities, they will

how to make a paper

speak with their

basket. Students will

PenPal at Stockholm

be given 5 minutes to

International School

make baskets. After

about what they

the 5 minutes, the

learned during the

teacher will inspect

day. This

the baskets and pay

communication could

the students

be via Skype, Google

accordingly. The

Hangouts, or Twitter.

class will then hold a

discussion. Teacher
will ask if students

are satisfied with the

amount of money
they earned? If not,
what could they do to
increase their
productivity?
Students will be
given another chance
to earn money by
making baskets. This
time they will be
given a worksheet
called, How to
Make a Paper
Basket. I will then
follow along with the
worksheet
demonstrate again
how to create a paper
basket. They will
receive an additional
5 minutes to create
baskets on their own

in order to earn
dollars.
Technology

(Earning an Income)
Visualizer to display

Visualizer to display

Visualizer to display

Requirements:

worksheets.

PowerPoint

worksheets.

presentation, Class
set of Chromebook
for Google Hangouts
with penpals and
Resources:

Lesson Planet

career research
www.practicalmoney

www.handsonbankin

Earning an Income

skills.com/teens

g.org/nav_elements/t

www.tcaassets.org/pu

www.princetonrevie

eachers_guide_PDF/

blic/lesson-

w.com/quiz/career-

Kids_T_Guide.pdf

plans/grade-four-

quiz

All worksheets will

earning-an-

All worksheets will

be under Appendix C

income.pdf

be under Appendix B

All worksheets will

Assessment Based

be under Appendix A
Teacher will be

Students will take a

The sales tax in

on Objectives:

checking students

short quiz based on

todays lesson is set

understanding by

what they learned for

at 10% to encourage

listening carefully to

the day.

students to estimate

the responses they

and to use mental

give during group

arithmetic. Students

discussions and on

will recalculate their

the Earning Money

shopping lists using

worksheet.

actual sales tax in

Additionally, students

their area. They will

will have an exit

then compare their

ticket where they

results to their penpal

imagine that they just

classmate at

got a job as a

Stockholm

secretary. Students

International School

will write a paragraph

that explains what
they can do to
become more
productive. (Earning
an Income)
Accommodations:

All lessons will be scaffolded to meet

(Special Needs/Gifted and Talented)

students requirements, as needed on an

individual basis.

Appendix A
All files for this lesson can be found at the link below:
C:\Users\LaTasha\OneDrive\grade-four-earning-an-income.pdf
Appendix B
All files for this lesson can be found at the link below:

C:\Users\LaTasha\OneDrive\L3Activities2.pdf
Appendix C
All files for this lesson can be found at the link below:
http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Kids_T_Guide.pdf

References
Career Quiz. (2016). Retrieved from Princeton Review:
http://www.princetonreview.com/quiz/career-quiz
Earning an Income. (n.d.). Retrieved from TCAAssets: www.tcaassets.org/public/lessonplans/grade-four-earning-an-income.pdf
International Society for Technology in Education. (2007). Retrieved from National Educational
Technology Standards for Students: http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf
Junior Achievement. (n.d.). Retrieved from JA Programs:
https://www.juniorachievement.org/web/ja-usa/ja-programs?
p_p_id=56_INSTANCE_abcd
Lessons: Grade 3-6. (2016). Retrieved from Practical Money Skills :
https://practicalmoneyskills.com/foreducators/lesson_plans/children.php
National Personal Finance Standards. (2016). Retrieved from Econedlink:
http://www.econedlink.org/economic-standards/national-personal-finance-standards.php
Wells Fargo. (2012). HandsonBanking. Retrieved from http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf: http://www.iste.org/docs/pdfs/20-14_ISTE_StandardsS_PDF.pdf