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Department of College and Career Readiness

Financial Literacy

Curriculum

Seventh Grade

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Seventh Grade Financial Literacy

Course Description

This course will examine the risks of identity theft and different types of investments. Management of these risks will also be touched

upon. The aim of financial literacy is to give students the foundational knowledge to make informed financial decisions as they move

into adulthood.

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Seventh Grade Financial Literacy

Pacing Guide

Unit Topic Suggested Timing

Unit 1 (SLOs 1-2) Protecting your Identity Approx. 9 weeks

Unit 2 (SLOs 3-5) Cash Flow and Budgeting Approx. 9 weeks

Unit 3 (SLOs 6-8) Investing Options Approx. 9 weeks

Unit 4 (SLOs 9-10) Financial Risk Approx. 9 weeks

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Computer Science and Design Thinking

8.1.8.A.4, 8.1.8.A.5, 8.1.8.D.1, 8.1.8.E.1, 8.2.8.B.1

➢ Educational Technology ▪ Generate a spreadsheet to calculate, graph, and present information.

Example of use within the unit: Students will create a spreadsheet of a household budget.

▪ Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics

Example of use within the unit: Students will follow all district, state, and federal laws when using the internet.

▪ Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Example of use within the unit: Students will gather and analyze income and spending data.

➢ Technology, Education, Engineering, and Design

▪ Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Example of use within the unit: Students will create their own website highlighting identity theft risks.

➢ Critical Thinking, Problem Solving, Decision Making

▪ Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Example of use within the unit: Students will research the skills required for 21st stock market investing.

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Career Readiness, Life Literacies and Key Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. Example of use within the unit: Students will budget goals. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example of use within the unit: Students will present investment presentations. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example of use within the unit: Students will create posters illustrating financial risk.

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CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. Example of use within the unit: Students will budgetary goals and implement plans to reach these goals.

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Differentiated Instruction

Strategies to Accommodate Students Based on Individual Needs

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/assignments, and tutorials outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Video lessons online

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Video lesson

• Spell-checker

• Text speech software

Tests/Quizzes/Grading

• Adjusted rubrics for projects

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured routine

• Simple and clear classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Strategies to Accommodate Students Based on Content-Specific Needs

• Web quests

• Use of graphic organizers, e.g. Triple-Venn Diagram for Economic Cycles

• Banking Simulations

• Stock Market Role Play

• Calculations of tax deductions, exemptions and credits

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Small group instruction

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Enrichment

Strategies Used to Accommodate Based on Students Individual Needs:

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Elevated Projects Rubrics

• Independent Written and Video Online Tutorials

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Online Learning Communities

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Mind Maps

• Teacher-created Unit Assessments, Topic Assessments, Quizzes

• Math Stations/Centers

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio,

• Homework

• Concept Mapping

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Interdisciplinary Connections

English Language Arts

• Write about why it is important to create a risk plan

(NJSLSA.W3)

• Create posters for budgeting (NJSLSA.R4)

• Write financial goals (NJSLSA.W3)

Social Studies

• Research the history of investing (6.3.4)

• Research the financial impact of identity theft (6.3.4)

• Research the purpose of a budget (6.3.4)

World Language

• Translate Personal Finance content (7.1.ILA)

• Create a translated index of Personal Finance vocabulary

(7.1.ILA)

Math

• Calculate personal expenses (1.OA.A.1)

Fine & Performing Arts

• Identity Theft Role Play (1.2.4)

Science

• Research latest developments in industry technology (HS-

ETS1)

• Investigate applicable-careers in STEM fields (HS-ETS1)

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New Jersey Student Learning Standards

9.1 Personal Financial Literacy A. Income and Careers

• 9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical

benefits) are taken out of pay.

• 9.1.8.A.7 Explain the purpose of the payroll deduction process, taxable income, and employee benefits.

B. Money Management

• 9.1.8.B.2 Construct a simple personal savings and spending plan based on various sources of income.

• 9.1.8.B.3 Justify the concept of “paying yourself first” as a financial savings strategy.

• 9.1.8.B.5 Explain the effect of the economy on personal income, individual and family security, and consumer decisions.

• 9.1.8.B.7 Construct a budget to save for long-term, short-term, and charitable goals.

• 9.1.8.B.10 Justify safeguarding personal information when using credit cards, banking electronically, or filing forms.

• 9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personal financial needs and goals.

D. Planning, Saving, and Investing

• 9.1.8.D.3 Differentiate among various investment options.

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F. Civil Financial Responsibility

• 9.1.8.F.2 Examine the implications of legal and ethical behaviors when making financial decisions.

• 9.1.8.F.3 Relate the impact of business, government, and consumer fiscal responsibility to the economy and to personal finance.

G. Insuring and Protecting

• 9.1.8.G.1 Explain why it is important to develop plans for protecting current and future personal assets against loss.

• 9.1.8.G.2 Determine criteria for deciding the amount of insurance protection needed.

• 9.1.8.G.3 Analyze the need for and value of different types of insurance and the impact of deductibles.

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Course: Seventh Grade Financial Literacy Grade Level: 7th

Course Overview: This course will examine the risks of identity theft and different types of investments. Management of these risks will also be touched upon. The aim of financial literacy is to give students the foundational knowledge to make informed financial decisions as they move into adulthood

New Jersey Student Learning Standards (NJSLS): 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11; 9.1.8.D.3; 9.1.8.F.2; 9.1.8.F.3; 9.1.8.G.1; 9.1.8.G.2; 9.1.8.G.3

Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

1) Create a trifold informative brochure on identity theft and prevention methods

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

How can you protect against identity theft? What is the role of the internet in identity theft? Why would someone want to obtain your personal information?

• Identity Safeguards

• Stealing Process

• Resolving the Theft

• Determining Your Risk

Flyer: Create a flyer aimed at middle school students about how to avoid identity theft. Identity Theft Webquest: http://questgarden.com/68/45/7/080717065952/index.htm

TD Bank Identify Theft:

https://tdbanklearningcenter.td.com/tdbank/curriculum/show?enrollment_id=32324580#identity-protection Identify Theft and Phishing:

https://www.tdbank.com/wowzone/lessons/Gr9-12Lesson10.pdf PBS Ways to Avoid Identity Theft:

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

http://www.pbs.org/wgbh/nova/blogs/education/2014/10/four-ways-to-help-students-avoid-online-identity-theft/ Wells Fargo Hands on Banking: https://www.wellsfargo.com/about/corporate-responsibility/hands-on-banking/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

2) Apply information How can you safeguard • Identity TD Bank Fraud and

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

about identity theft and prevention in realistic role-plays

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

against identity theft? How can you protect your identity online? How do privacy laws impact identity theft?

Safeguards

• Stealing Process

• Resolving the Theft

• Determining Your Risk

• Create an identity safety plan

Centers: Students will rotate through five centers will unique scenarios of identity theft. At each center students will illustrate through a task how this theft could be avoided. Reflection: Why is your name so personal and unique?

Identity Theft: https://tdbanklearningcenter.td.com/tdbank/curriculum/show?enrollment_id=32324580#identity-protection/consumer-crimes Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

3) Explain the purpose and value of budgeting

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

Why is a budget necessary?

Why is it important to have a balanced budget?

How does evaluation play a role in the budgeting process?

• Budget: A Financial Plan

• Fixed vs. Variable Expenses

• Create a personal budget for the life you want

Middle School Budget Lesson Plan:

https://www.scholastic.com/teachers/sponsored-content/unexpected-math/17-18/basics-in-building-a-budget/

This is Your Budget: Students will be assigned a level of education, career, salary, housing etc. and asked to budget using these parameters.

TD Bank Budgeting: https://www.tdbank.com/wowzone/lessons/Gr6-8Lesson3.pdf Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

4) Explain the budget categories: fixed expenses, variable expenses, and discretionary expenses

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

What is a fixed expense? What is a variable expense? What is a discretionary expense?

• Differentiate between the types of expenses?

• Create an expense list using an excel spreadsheet

Chart: Create a chart differentiating between fixed, variable and discretionary expenses. Give examples of each. Discussion: Why are do people spend money on luxury items?

TD Bank Saving Lessons: https://www.tdbank.com/wowzone/lessons/Gr9-12Lesson4.pdf Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

5) Create a budget accounting for income, expenses, and

Where is the money coming from? Why doe families create

• Income: money you

receive as payment

for goods or services

Personal Budget Webquest: https://www.quia.com/pages/crhodes/pbwebqu

Federal Student Aid:

https://studentaid.ed.gov/sa/prepare-for-college/checklists/midd

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

unexpected scenarios

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

budgets? Why should you plan for unexpected events?

• Hourly

• Salary

• Interest

• Capital gains

• Commission

• Discretionary Income:

money left after

paying essentials

• Create a family

budget plan

• Identifying college

funding sources

• Creating a college

plan

est Budget Lesson Plan: https://secure.cfwv.com/images/wv/PDFs/RTS/Facilitators_Guides/Grade_7-12/G9_7-12_MoneyMatters1.pdf

le-school Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/ Scholarship Readiness:

https://www.insidephilanthropy.com/grants-for-college-readin

6) Understand What is investment

• Create a stock Stock Market Game: TD Bank Balancing a

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

investment growth, losses, reward, and risk by developing and tracking a stock portfolio.

NJSLS: 9.1.8.D.3

growth? What is an investment loss? What is a stock portfolio?

portfolio using real world scenarios

• Differentiate between risk, reward and loss

http://www.wallstreetsurvivor.com/stock-market-game Stock Portfolio Simulation: http://zunal.com/webquest.php?w=109533

Checkbook: https://www.tdbank.com/wowzone/lessons/Gr6-8Lesson2.pdf Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

7) Demonstrate a general understanding of investment vehicles, like bonds, stocks, and

What types of companies are in each market? What are the benefits

Differentiated between stocks, bonds, and

Investing Lesson Plans: http://education.howthemarketworks.com/teac

Chase Bank Financial Education: https://www.chase.com/

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

mutual funds.

NJSLS: 9.1.8.D.3

and risks of each type of investment? How do the different investment vehicles impact risk?

mutual funds.

Understand the risk involved in investments

hers/personal-finance-lesson-plans/investing-lesson-plans/ Prezi: In groups create a presentation that outlines the various investment vehicles.

TD Bank Planning for the Future:

https://tdbanklearningcenter.td.com/tdbank/curriculum/show?enrollment_id=32324580#retirement-101 PNC Bank Finances 101: https://pnc.financialliteracy101.org/

8) Create investment tips for a middle school audience.

NJSLS: 9.1.8.A.1; 9.1.8.A.7; 9.1.8.B.2; 9.1.8.B.3; 9.1.8.B.5; 9.1.8.B.7; 9.1.8.B.10; 9.1.8.B.11

What should kids know about investments? Can kids invest in the stock market? Why is investing young beneficial to your overall financial health?

• Understand how to invest

• Understand the rules of investment

• Create a step-by-step guide for young people.

Website: Create an introduction to investing for middle school and high school student website. Diversification Lesson Plan: https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Diversification-and-Risk.pdf

Chase Bank Financial Education: https://www.chase.com/ Capital One Bank Financial Literacy Resources: https://www.capitalone.com/bank/money-management/peace-of-

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

mind/teaching-kids-about-money/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

9) Identify methods to protect oneself from unwanted financial risk.

NJSLS: 9.1.8.G.1; 9.1.8.G.2; 9.1.8.G.3

How can you avoid financial risk? What are financial risks? How can poor financial decisions impact your overall financial health?

Understand risk assessment

Manage risks

Discussion: Why do people purchase life, renters, homeowners, and malpractice insurance? Reflection and Poster: What types of risk do we face?

TD Bank Risk Assessment: https://www.nasdaq.com/symbol/td/risk Risk: http://www.scholastic.com/nextgeneration/lessons&worksheets/risk.htm Chase Bank Financial Education: https://www.chase.com/ PNC Bank Finances 101: https://pnc.financialliter

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

acy101.org/

10) Create a risk management plan for a purchase.

NJSLS: 9.1.8.G.1; 9.1.8.G.2; 9.1.8.G.3; 9.1.8.D.3

How can a risk plan minimize potential risks? What are financial risks? How can poor financial decisions impact your overall financial health?

Draft a risk management plan

Identify risks

Identify professionals that minimize risk

Create a plan: Write down the risks you face daily, the type of risk and how you could minimize that risk. Debate: Taking risks in

life is important, but you

want to be smart about

those risks. What things

can you do to protect

your business, your

assets, and yourself?

BIZ KIDS Risk: http://bizkids.com/wp/wp-content/uploads/Biz_Kids_Lesson_207_High_School.pdf Chase Bank Financial Education: https://www.chase.com/ PNC Bank Finances 101: https://pnc.financialliteracy101.org/

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Vocabulary

Risk Management Investments Stocks Bonds Mutual Funds Identity Theft Phishing

Portfolio Fixed expenses Variable expenses Discretionary expenses College Funding Scholarships Grants Loans

Suggested Unit Projects Choose At Least One

Create in groups a risk management plan for occupations such as an entrepreneur, doctor, lawyer, astronaut, and commercial fisherman.

Create a budget that would allow you to save 1 million dollars by the time you are 65.

Suggested Structured Learning Experiences US Treasury Department Address: 290 Broadway # 3, New York, NY 10007 Phone: (212) 436-1471

Federal Reserve Bank Address: 33 Liberty St, New York, NY 10045 Phone: (212) 720-6130