2014 TCTS 6-8 - OnlineVersion

Overviews and Objectives for Lessons
GRADES 6-8
Lesson A: Energy Detectives
Overview: In this lesson, students will learn how money can be saved while also protecting the environment.
Students begin by finding classmates that practice certain energy-consuming or energy-conserving behaviors
and discuss why these practices are either good or bad. The cost to use common electronic devices will
be calculated. (Estimated Time: 45 minutes)
Objectives
Related Areas
Students will be able to:

Identify actions that save money and conserve energy.
Calculate the cost of energy consumption.
Science
Environment
Mathematics
Personal Finance
Lesson B: Double or Nothing

Overview: In this lesson, students will see the difference between simple and compound interest and be able
to recognize realistic rates of return. (Estimated Time: 35 minutes)
Objectives
Related Areas

Explain the differences between simple and compound interest.
Distinguish between realistic and unrealistic rates of return on investment.
Explain how the Rule of 72 is used to calculate the speed at which money grows.
Mathematics
Personal Finance
Lesson C: Saving for a Sunny Day

Overview: In this lesson, students will work in groups to read and discuss a series of teen choices. They will come
to a group consensus and record the financial outcome of each choice. In the end, they will evaluate if they have
enough money remaining to participate in an unexpected outing. (Estimated Time: 40 minutes)
Objectives
Related Areas

Formulate a group choice when presented with a series of dilemmas with a financial
component.
Critique the advantages and disadvantages of a particular choice in a given situation.
Determine the benefits of saving money for unexpected problems and opportunities.
Language Arts
Personal Finance
2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED
LESSON INFORMATION
Overview
In this lesson, students will learn how money can be saved while also protecting the
environment. Students begin by finding classmates that practice certain energy-consuming or
energy-conserving behaviors and discuss why these practices are either good or bad. The cost
to use common electronic devices will be calculated.
Objectives
Vocabulary
Consumption, Cost
Related Areas
Personal Finance
Science
Environment
Mathematics
Science
Environment
A standard incandescent light bulb and a compact fluorescent light bulb

Calculator (at the least one for you, preferably one per student)
(Check with the teacher in advance as there may be a set available in the classroom or
students may have them.)
Prize(s) for game winner(s) (Bank give-away items will work; bring 3 items, in case you
have several students complete the activity at almost the same time.)
Conservation BiNgO Student Activity (A1) (one copy for each student preferably on
card stock)
Conservation BiNgO ANSWER KEY (A1) (use during discussion; leave copy for teacher)
Watt Can We Save Student Activity (A2) (one copy for each student)
Watt Can We Save ANSWER KEY (A2) (use during discussion; leave copy for teacher)
Energy Detectives teacher tool (A3) (one copy for teacher)
Curriculum Standards Correlation Chart (provide copy to teacher)
Personal Finance
Materials
Lesson Plans for Grades 6-8
Energy Detectives
Time: 45 minutes
Grades 6-8 Lesson A:

Energy Detectives
Mathematics
Introduction
1.
Say, Hello. My name is Mr./Ms./Mrs. _____. (Dont use your first name.
Students are used to addressing adults in school as Mr., Ms., or Mrs.)
2.
Say, im here today from (Bank Name) and were going to talk about ways to
save money and help the environment, too.
Activity
Tell the students that you are going to play a version of Bingo, except that
instead of you calling out numbers, everyone will need to find a classmate or
adult in the room that can sign a square for them.
2.
Distribute Conservation Bingo (A1). Read the directions to the class and then
tell them to start finding people. Expect the room to get a bit noisier as people
look for others to sign their card.
3.
You may be asked if people can sign more than one

square. Make this decision ahead of time based on the
number of people in the room. There are 24 squares to be
signed. In a standard classroom, you may want to limit the
number of squares one person can sign to two.
NOTE
To abbreviate this
activity, only require
the winner to get 5
signatures in a row.
Once someone has their card filled, call out to the room,
We have a winner. Find out the students name and
give them a prize. As noted in the materials, bring several
prizes along in case you have more than one student finish at about the same
time.
6.
Tell the students they can return to their seats but to hang onto their cards.
7.
Discuss the activity using some of the questions below:

Who had signatures in more than 10 of their boxes? More than 20?
Who was only one signature away from filling theirs?
Which square did you still need to fill in?
Was it easier or harder than you thought it would be to get signatures?
Which were the harder ones to find signatures for?
8.
Tell students to take out a pencil or pen and circle the items that save energy or
are good for the environment. Discuss their answers.
9.
Say things such as:

Name one of the things you think saves electricity.
Which behaviors help reduce what gets thrown away?
Which things save water?
Which do you think are the most important to do? Put a star by them.
Which do you think people never do?
Mathematics
5.
Environment
After they have been doing the activity for a few minutes,
ask, is anyone close to filling up their card? Remember
to come see me as soon as you do. Some students will
ask if you can sign their card. Go ahead!
Science
4.
Personal Finance
1.
Energy Detectives
Time: 45 minutes
PRESENTATION STEPS
12. Explain that reducing energy consumption is not only good for the environment
(less fossil fuel emissions, less oil drilling and spills, etc.) but it also saves families
money.
13. Tell them that in this activity you will be talking only about electricity but the same
principles apply to water and many other things.
14. Discuss the worksheet. Read aloud the first two items and how much electricity
each uses. Show the students what a standard incandescent light bulb and a
compact fluorescent light bulb look like.
15. Ask the students how many bulbs are usually on in their house each day and for
how many hours. Complete the chart appropriately. Help with the math (use an
average of 30 days in a month times the number of hours used per day).
16. Work through the math to determine how much more money would be spent using
incandescent bulbs versus compact fluorescent ones.
17. Assign smaller groups of students to do the math for each of the other rows.
18. Discuss their answers as time allows. Sample answers are provided in Watt Can
We Save Student Activity ANSWER KEY (A2); however, your answers should vary
depending on the responses given by students.
Closure
2.
Encourage the students to go home and talk with their parents about ways they
can save energy. Suggest they ask their parents to set aside the money that is
saved and set a goal for how to spend that money after a period of time. For
example, they might put the money toward a family vacation or a more energyefficient household appliance.
3.
Thank the students and teacher for allowing you to be there.
Mathematics
Mathematics
Tell the students you hope they learned that if you conserve, in addition to being
good for the environment, it also saves families money.
Environment
Environment
1.
Science
Science
20. If time allows:

- Calculate the savings by using items for fewer hours each month.
- Discuss the difference in cost between using the stove versus the microwave.
- Brainstorm other ways to reduce costs (dont use a hairdryer as often, dry some
loads of laundry on a clothesline, etc.)
Personal
PersonalFinance
Finance
19. Discuss how changing the number of items being used or the hours an item is
used per day affects the cost. For example, the refrigerator is likely the largest
expense. Discuss how having an extra refrigerator or freezer in ones home
increases electricity costs.
11. Distribute Watt Can We Save Student Activity (S2) to each student.
Energy Detectives
Time: 45 minutes
10. Use Conservation BiNgO Student Activity ANSWER KEY (A1) as a guide, if needed,
during the discussion.
Grades 6-8
A1
Name
C o n s e r vat i o n
B i n go
Leaves lights on
Recycles cans at
when not in a
home
room
Uses scrap
paper
Throws plastic
bottles in the
trash
Leaves
computer on
overnight
Stands in front
of the open
fridge deciding
what to eat or
drink
Has TV on at
home for more
than 2 hours
per day
Drinks more
than one
single-use bottle
of water a day
Takes long
showers
Turns off lights

when leaves a
room
Uses
rechargeable
batteries
Turns off video

game system
when not using
it
FREE
SPACE
Uses disposable
batteries
Leaves faucet
on while
brushing teeth
Brings lunch to
school
Carpools to
practice or
events
Recycles paper
at home
Takes short
showers
Downloads
music instead
of buying CDs
Turns off the

faucet while
brushing teeth
Throws away
Checks books
plastic shopping Rides the bus to
out of the library bags after one
school
use
Unplugs cell
phone
charger when
done charging
Grades 6-8
A1
Conservation Bingo ANSWER KEY
C o n s e r vat i o n
B i n go
Leaves lights on
when not in a room
(wastes electricity)
Drinks more than one

single-use bottle of
water a day
(wastes plastic, use
a refillable bottle
instead)
Uses
rechargeable batteries
(less waste in landfills)
Brings lunch to
school
(less waste in landfills
from food packaging)
Turns off the faucet

while brushing teeth
(conserves water)
Recycles cans at
home
Uses scrap
paper
(less waste)
Throws plastic
bottles in the trash
(increases waste in
landfills - average
bottle takes over 500
years to degrade)
Takes long
showers
(wastes water, take
shorter showers)
Turns off lights when

leaves a room
(conserves electricity)
Stands in front of the

open fridge deciding
what to eat or drink
Has TV on at home
for more than 2
hours per day
Turns off video game

system when not
using it
(conserves electricity)
FREE
SPACE
Uses disposable
batteries
(increases waste in
landfills)
Leaves faucet
on while
brushing teeth
(wastes water)
Recycles paper at
home
Takes short showers

(conserves water)
Downloads
music instead
of buying CDs
(less waste in
landfills; also costs
less to get only
songs you want
instead of whole disk)
Throws away plastic

shopping bags after
one use
(increases waste in
landfills)
Rides bus to school

(less gas used and
fewer emissions than
multiple cars,
unless you usually
walk)
Unplugs cell phone

charger when done
charging
(conserves
electricity)
Carpools to practice
or events
(less gas used and
fewer emissions)
Checks books out of

the library
Leaves
computer
on overnight
Grades 6-8
A2
Name
Watt Can We Save
Directions: Calculate the cost of each appliance below. How much does it cost each
month
runSave
eachStudent
appliance?
Watt
CantoWe
Activity (C2)
Directions: Calculate the cost of each appliance below. How much does it cost each month to run each
Cost per month =
appliance?
Power
usedper
(kW)
x Number
of Appliances
in House
x Hours
Usedx per
Month
x Cost
per
Cost
month
= Power used
(kW) x Number
of Appliances
in House
Hours
Used per
month
x
Cost per kWh
Item
Average
Wattage*
Average
kW
(Wattage
per 1000)
# in
House
Average
Hours
Used per
Month
Cost
per
kWh
($0.10)
Incandescent
bulb - 60 W*
60
0.06
.10
Compact
fluorescent
bulb - 60 W
equivalent*
18
0.018
.10
900
0.9
.10
Microwave
1000
1.0
.10
Hair dryer
1800
1.8
.10
Dishwasher
1300
1.3
.10
Stove/Range
(electric)
12500
12.5
.10
Refrigerator/
Freezer
500
0.5
.10
Clothes
dryer
(electric)
5000
5.0
.10
Clothes
washer
500
0.5
.10
Computer,
monitor, and
printer
200
0.2
.10
80
0.08
.10
Coffee
maker
Television
Cost per
Month
Assume
the same
number
of incandescent
bulbs
compact
fluorescent
bulbs
in the
house
*Note:*Note:
Assume
the same
number
of incandescent
bulbs
andand
compact
fluorescent
bulbs
in the
house
to
to compare
compare
the costthe
of cost
eachof each.
Teach Children to Save (6-8): Lesson C
Page 2
kWh
Cost per
Year
Grades 6-8
A2
KEY
Watt Can We Save ANSWER KEY

The answers provided assume the following daily usage:
Bulbs 6 hours
Clothes dryer 1 hour (assumes about 7 loads of
Coffee maker 1 hour
laundry per week)
Microwave 2 minutes
Clothes washer 1 hour (assumes about 7 loads of
Hair dryer 10 minutes
laundry per week)
Dishwasher 90 minutes or 1.5
Computer, monitor, and printer 24 hours (assumes
hours
never turned off)
Stove/range 45 minutes
Television 5 hours
Refrigerator
24 Save
hours Student Activity (C2) (Sample Answers)
Watt Can We
Directions:
Calculate
the cost
of each
appliance
below. of
How
much does
costwas
eachmultiplied
month to run
In
cases where
minutes
were
used,
the number
minutes
per itday
byeach
30
appliance?
(for the average number of days in a month). That total was then divided by 60 to
Cost per month = Power used (kW) x Number of Appliances in House x Hours Used per month x
convertCost
minutes
to hours.
per kWh
Item
Average
Wattage*
Average kW
(Wattage per
1000)
# in
House
Average
Hours
Used
per
Month
Cost
per
kWh
($0.10)
Cost
per
Month
Cost
per
Year
Incandescent
bulb - 60 W*
60
0.06
180
.10
7.56
90.72
Compact
fluorescent
bulb - 60 W
equivalent*
18
0.018
180
.10
2.27
27.24
900
0.9
30
.10
2.70
32.4
Microwave
1000
1.0
.10
0.10
1.20
Hair dryer
1800
1.8
.10
1.80
21.60
Dishwasher
1300
1.3
45
.10
5.85
70.2
Stove/Range
(electric)
12500
12.5
22.5
.10
3.38
40.56
Refrigerator/
Freezer
500
0.5
720
.10
36.00
432.00
Clothes
dryer
(electric)
5000
5.0
30
.10
15.00
180.00
Clothes
washer
500
0.5
30
.10
1.50
18.00
Computer,
monitor, and
printer
200
0.2
720
.10
28.80
345.60
80
0.08
150
.10
3.60
43.20
Coffee maker
Television
*Note: Assume the same number of incandescent bulbs and compact fluorescent bulbs in the house to compare the
cost of each.
2014
American
Bankers Association,
Washington, D.C. REPRINTING IS PERMITTED
The answers
above
assume
the following
daily usage:
Clothes dryer 1 hour (assumes about 7 loads of
Bulbs 6 hours
laundry per week)
Coffee maker 1 hour
Clothes washer 1 hour (assumes about 7 loads of
Microwave 2 minutes
Teacher Tool | Grades 6-8
A3
Energy Detectives
Lesson Information
Overview
In this lesson, students will learn how money can be saved while also protecting the
environment. Students begin by finding classmates that practice certain
energy-consuming or energy-conserving behaviors and discuss why these practices are
either good or bad. The cost to use common electronic devices will be calculated.
Objectives
Vocabulary
Consumption, Cost
Suggested Extension Activities
1. Have students write an advertisement to be read during the schools morning
announcements that explains why conserving energy can save money.
2. Have students draw posters showing how reducing energy with specific items
can save money. Display them in the hallways.
3. Have students set personal conservation goals or discuss family goals and
estimate the cost savings of each.
Overview
In this lesson, students will see the difference between simple and compound interest and be
able to recognize realistic rates of return.
Objectives
Vocabulary
Compound Interest, Investing, Principal, Rule of 72, Simple Interest
Related Areas
Personal Finance
Mathematics
LESSON INFORMATION
Energy Detectives
Double
or Nothing
Time: 35
45 minutes
Grades 6-8 Lesson B:

Double or Nothing
Materials
two Deals Student Activity (B1) (one copy of each page)

too good to be true? Student Activity (B2) (one copy per student)
Double or Nothing teacher tool (B3) (one copy for teacher)
Curriculum Standards Correlation Chart (provide copy to teacher)
Personal Finance
ITEMS BELOW AVAILABLE ON CD
PRESENTATION STEPS
2.
Say, im here today as a volunteer from (Bank Name). today were going to do an
activity about how money grows.
Environment
Personal
Finance
Mathematics
Mathematics
1.
Science
Introduction
Tell the students that there are many things you can do with money: spending it,
saving it, and sharing it with others are just three things you can do. Another is
growing it.
2.
Ask students if anyone can explain what it means to grow your money. Listen to a
few answers.
3.
Explain that investing means to make your money grow by earning interest. Tell
them there are different ways to invest money but basically what you are doing is
getting paid by someone else to let them use your money and what you get paid is
called interest.
4.
Tell the students you have two deals you can make them to grow their money. Ask
two students to come forward as volunteers. Have each hold a sign from the two
Deals Student Activity (B1).
5.
Read the first sign, Start with $20 and double what you have every month for a
year.
6.
Read the second sign, Start with $100 and get another $100 every month for a
year.
7.
Ask students which offer they think will make them have the most money at the
end of a year. Have them vote for each by raising their hands.
8.
Ask one or two people that chose the $20 option to explain their decision. Repeat
with the $100 option.
9.
Tell them the person who starts with $100 and gets another $100 every month
will end up with $1,200. Hand the person the sign from the two Deals Student
Activity (B1) that says $1,200.
1.
Double or Nothing
Time: 35 minutes
Activity
10. Ask the students to guess how much money the other person will have. Take a
variety of answers.
11. Tell them the correct answer is $40,960. Give the sign with that amount on it to
the person.
12. Ask them again to raise their hands for which person theyd rather be.
Mathematics
14. Tell them that in the other situation, the person was earning compound interest.
Their interest rate was also 100% (again, too good to be true), but that every time
they earned interest it was on the total amount they now had; not just on the
original amount, or principal.
Personal Finance
13. Explain that in the example with the $100, the person was getting simple
interest at a rate of 100% (which is very high and really too good to be true).
This means the interest they earned each month was $100 or 100% of what they
started out with. It didnt matter after, say, six months, that they had more than
$100. The interest was still calculated off the original amount of money they had,
the principal.
January
February
March
April
May
June
July
August
September
October
November
December
$100
(Simple interest
adds $100 each time)
$100
$200
$300
$400
$500
$600
$700
$800
$900
$1,000
$1,100
$1,200
15. If there has been little discussion, you feel you have time, and it is necessary to
explain the math, you can work out the problem on the board in the classroom.
16. Explain that everyone would love to have their money doubled every month but,
unfortunately, that isnt likely to happen.
(Starting Amount)
$20
(Compounds by
Doubling Each Month)
$20
$40
$80
$160
$320
$640
$1,280
$2,560
$5,120
$10,240
$20,480
$40,960
Energy Detectives
Double
or Nothing
Time: 35
45 minutes
TWO DEALS STUDENT ACTIVITY ANSWER KEY (B1)
17. Say, Offers to double your money every month are almost guaranteed to be false.
they are just too good to be true.
19. Explain that the Rule of 72 says you divide 72 by the interest rate to figure out how
many years it will take for money to double.
22. Distribute too good to be true? Student Activity (B2). Have students review the
scenarios described and circle the ones they think are too good to be true.
Mathematics
Mathematics
23. Discuss each of the examples. While doing so, share realistic interest rates
on specific types of investments. Explain that the more risk involved with an
investment, the greater rate of return you may earn. However, you also face a
greater likelihood of losing most or all of your money.
Environment
Personal
Finance
21. Tell the students youll do a simple example. If the interest rate was 8% on an
investment, it would take nine years for the money to double: 72 divided by 8 (the
interest rate) is 9 (years).
Science
20. Tell the students a more reasonable interest rate for a good investment is not
nearly as high as the one in the example (100%). Give examples of current interest
rates on a variety of saving or investment vehicles.
Personal Finance
18. Tell the students there is a mathematical formula for figuring out how long it will
take for money to double. It is called the Rule of 72.
Closure
Too Good to Be True

Too Good to Be True
Good Investment although answers may vary depending on discussion.
Too Good to Be True but answers may vary depending on discussion.
1.
Remind students that saving and growing their money is important and the
younger they start, the more compound interest can help them grow their money.
2.
Encourage them to start with an interest-bearing account at a bank. If time allows,

explain some of the different types of products that earn interest.
3.
Thank the students and teacher for allowing you to be with the class.
1.
2.
3.
4.
Double or Nothing
Time: 35 minutes
Too Good To Be True? ANSWER KEY (B2)
Personal Finance
Mathematics
B1
Two Deals | Grades 6-8
(1 of 4)
Start with $20

and double
what you have
every month for
a year.
B1
(2 of 4)
Start with $100

and get another
$100 every month
for a year.
B1
(3 of 4)
$1,200
B1
(4 of 4)
$40,960
Grades 6-8
B2
Name
too good to be true?
Directions: Read the solicitations below. Decide whether each describes a good
investment or one that is probably too good to be true. Circle your answer for each.
1
A company calls your house

saying that they are representing
an oil company that has 10 new
rigs starting next month. They have
identified your family as a possible
investor. They say their new
technology is the best out there
for drilling oil and is guaranteed
to make millions for its investors.
They say that within the first six
months, youll be making 50%
interest.
A video game company puts an

ad in a local game store, asking
for investors. The ad claims that
their game will be the coolest one
to hit the stores in over 10 years.
They need investors to send them
$5,000. They say they will pay
35% interest for the next year.
Good Investment
OR
Too Good to Be True
Good Investment
OR
Too Good to Be True
3
4
Your friend says she wants to start
a pet-sitting business. She doesnt
have enough money saved to pay
for advertising to get started. Your
friend offers to pay you 1% of every
dollar she makes for the next six
months at her business if you lend
her the money it takes to advertise.
Plus, when she has enough money,
shell pay you back for your original
investment.
Good Investment
OR
Too Good to Be True
Your uncle takes you to a rare coin

show at the citys exposition
center. He shares that he
purchased an old Spanish coin at
this same show last year and just
sold the coin on Ebay for 12%
more than he paid for it. Youre
thinking this may be just the plan
for the $200 you earned mowing
lawns.
Good Investment
OR
Too Good to Be True
B3
DOUBLE OR NOTHING
Lesson Information
Overview
In this lesson, students will see the difference between simple and compound interest
and be able to recognize realistic rates of return.
Objectives
Vocabulary
Compound Interest, Investing, Principal, Rule of 72, Simple Interest
Suggested Extension Activity
Have students make up their own investment ads and explain why they are or are
not too good to be true. Alternately, the students could trade their ads and explain
why the other persons ad is or isnt too good to be true.
Saving
a Sunny Day
Energy for
Detectives
Time:
Time: 40
45 minutes
minutes
Grades 6-8 Lesson C:

Saving for a Sunny Day
LESSON INFORMATION
Overview
In this lesson, students will work in groups to read and discuss a series of teen choices. They
will come to a group consensus and record the financial outcome of each choice. In the end,
they will evaluate if they have enough money remaining to participate in an unexpected outing.
Objectives
Formulate a group choice when presented with a series of dilemmas with a

financial component.
Critique the advantages and disadvantages of a particular choice in a given

situation.
Determine the benefits of saving money for unexpected problems and

opportunities.
Vocabulary
Choice, Emergency Fund, Saving
Related Areas
Language Arts
Materials
This activity requires

students to work in
groups. When you arrive,
determine the total
number of students and
how many groups you will
have (4-5 students each).
If possible, discuss
this with the teacher
in advance and seek
the teachers input on
dividing the class into
groups.
Mathematics
Language
Arts
NOTE
Science Personal Environment

Finance
Choice Cards (C1) (one copy per group of 4-5 students)

(Cut cards along lines. Paper clip the #1 cards together,
#2s, etc.)
Our groups Choices Student Activity (C2)
(one copy per group of 4-5 students)
Saving for a Sunny Day teacher tool (C3)
(one copy for teacher)
Rainy and Sunny Days Student Activity (C4)
(one copy for teacher)
Personal Finance
Personal Finance
1.
2.
Say, im here today from (Bank Name) and were going to talk about spending and
saving money.
Activity
2.
Say, i will provide a situation card to each group. Read it together and decide
on an answer as a group. Let them know that they dont all need to agree on the
choice, they can go with the majority. Tell them that one person needs to be the
recorder and make note of the groups decision.
3.
Distribute Card 1 from Choice Cards (C1) to each group. Allow a few minutes for
them to read and discuss their choice. As you wander through the room, ask each
group who their recorder is and give that person a copy of Our groups Choices
Student Activity (C2). Remind the recorder to write down their groups choice. Be
sure the recorder notes on their worksheet how much money they currently have.
4.
Ask a few of the groups what they chose and how much money they have at that
point. (All will have $50.)
5.
Repeat this process with Cards 2 - 6.
6.
After the final card, find out how much money each group now has and how many
could afford to go on the trip.
7.
Ask, Would you have made different choices if you had known about the trip
earlier in the process?
8.
Say, People are often encouraged to save for a rainy day or for an unexpected
event that will cost them money. for example, your video game system might
break unexpectedly or you might wear out your soccer cleats before the season
is over and need new ones. Some people call the money they set aside for the
unexpected an emergency fund.
9.
Explain that it is always a good idea to set money aside for such rainy days but
you should also set money aside for sunny days, those great opportunities that
come up without much warning.
Closure
Tell students youve enjoyed being with them and talking about reasons to save
money. Tell them you hope they consider setting aside money for both rainy and
sunny days. Remind them it is easier to save money when you cant access it
easily. Encourage them to open a savings account for their money instead of just
keeping it tucked away somewhere at home, or worse yet, carrying it with them
every day.
2.
Thank the students and teacher for letting you visit their class.
Mathematics
Language
Arts
1.
Science Personal Environment

Finance
Tell the students that you have an activity for them to do in small groups. Tell them
to move their chairs together into groups of four to five.
Personal Finance
1.
Introduction
Saving
a Sunny Day
Energy for
Detectives
Time:
Time: 40
45 minutes
minutes
PRESENTATION STEPS
Choice Cards | Grades 6-8
It is the beginning of summer

and you just celebrated your
birthday. You got $50 in cash
as gifts.
C1
The weekend is coming up.

Do you dog sit for your
neighbors and earn $30 OR
go with a friend to the lake?
Do you keep it at home OR

put it in your bank account?
It is a hot and sunny

Saturday.
Do you pull weeds in your
grandpas garden for $20 OR
go to a friends house to swim
in his pool?
It is a nice afternoon.
Do you ride bikes to the Little
League field to watch a game
OR go to the movies with
friends and spend $15 on a
ticket and snacks?
Your favorite video game

series just came out with a new
release.
You can buy it new for $50 OR
wait a month and get a used
copy.
A local club is sponsoring a trip

to an amusement park. All your
friends are going. It costs $50
to reserve your spot.
Do you have the money to go OR
do you have to tell you friends
you cant?
Grades 6-8
C2
Our Groups Choices

Group
Members
Choice
1
Now we have$
2
3
4
5
6
C3
Saving for a Sunny Day

Lesson Information
Overview
In this lesson, students will work in groups to read and discuss a series of teen choices.
They will come to a group consensus and record the financial outcome of each choice.
In the end, they will evaluate if they have enough money remaining to participate in an
unexpected outing.
Objectives
Formulate a group choice when presented with a series of dilemmas with a

financial component.
Critique the advantages and disadvantages of a particular choice in a given
situation.
Determine the benefits of saving money for unexpected problems and
opportunities.
Vocabulary
Choice, Emergency Fund, Saving
Suggested Extension Activities
1. Have students complete Rainy and Sunny Days Student Activity (B4)
individually or in groups.
2. Have students commit to their savings goal by pledging to take certain steps to
reach it.
Grades 6-8
C4
Name
Rainy and Sunny Days
Directions: List at least three examples of each type of expense. Remember that a
rainy day expense is an unexpected negative expense and a sunny day one
is positive.
Rainy Day Expenses
Sunny Day Expenses
Name
Teach Children
to Save
Word Search
6-8
Teach
Children
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circle the words and phrases in the puzzle above. As you look for
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Choice
Compound Interest
Consumption
Choice
Cost Interest
Compound
Emergency Fund
Consumption
Cost
Emergency Fund
Goal Setting
Investing
Principal Goal Setting
Saving Investing
Simple Interest
Principal
Saving
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Name
Crossword Puzzle for Grades 6-8
Across:
1. Opportunity to select
4. Actual amount of deposit or investment
7. Direction and purpose towards future achievement (2 words)
10. Purchase or use of
Down:
1. Type of interest
2. Purchase of security
3. Dough set aside for the unexpected (2 words)
5. Saving earns
6. Interest on principal only
8. Putting money by
9.
of 72
10. Price
WORD BANK
Choice
Compound
Consumption
Cost
Emergency Fund
Goal setting
Interest
Investing
Principal
Rule
Rule of 72
Saving
Simple
Simple Interest
Puzzle Solutions
6-8 Puzzle Solution
Teach Children to Save Word Search for 6-8

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Crossword Puzzle for Grades 6-8 Solution

Across
1. Choice
4. Principal
7. Goal setting
10. Consumption

Down
1. Compound
2. Investing
3. Emergency Fund
5. Interest (with 6 down)
6. Simple (with 5 down)
8. Saving
9. Rule (_____of 72)
10. Cost
Glossary for Grades 6-8

Choice: The mental process of deciding between
multiple options and selecting one of them; the act of
choosing.
Principal: The amount of money you are borrowing

on a loan or the original amount of money invested, not
including interest.
Compound Interest: The method of interest

computation in which the rate of interest is applied to a
deposit for a specific period (1 day, 1 month, 1 quarter)
and then in subsequent periods is applied to the
principal plus previously earned interest.
Rule of 72:
Consumption:
The purchase or use of a product or

service by a consumer.
Cost: (1) An amount paid or required in payment for

a purchase; a price. (2) The expenditure of something,
such as time or labor, necessary for the attainment of a
goal.
Emergency Fund: An easily accessible stash
of money set aside for use only in sudden, urgent
situations, such as the loss of a job, a medical need,
or major expense. The purpose of such a fund is to
improve financial security by creating a safety net to
meet expenses in a time of crisis.
A math formula that determines the

number of years it will take to double your money at
a given interest rate. [Formula: 72 interest rate =
number of years to double money.] For example, if the
rate of return on your savings is 4%, you divide 72 by 4
and get 18 (72 4 = 18). So, if you invest $2,000 at
4%, it will take 18 years to grow to $4,000. The same
amount of money invested at a 12% rate of return will
double in 6 years (72 12 = 6).
Saving: The act of holding onto something for future

use; keeping money to meet a future goal or need
instead of spending it now.
Simple Interest:
(1) On deposits, interest

computed by applying the stated percentage rate of
interest to the principal only, and not to previously
earned interest. (2) On loans, interest computed by
applying a daily periodic interest rate to the amount of
principal outstanding each day.
Goal Setting:
The act of establishing an objective

toward which you will work and a plan to get there, such
as saving for a special future purchase.
Investing: Purchasing a stock, bond, or other asset;

the act of committing money or capital in order to gain a
financial return.
Correlation of Standards for Teach Children to Save

Lesson Plans
Standards are statements about what students should know and be able to do, what they might be asked
to do to give evidence of learning, and how well they should be expected to know or do it. Curriculum is
the material used to prepare students to meet set standards. The No Child Left Behind Act requires that
all states create state standards that teachers must follow within classroom curriculum.
Because learning standards vary by state, a state-led initiative was undertaken to provide a clear
and consistent framework that prepares children in this country for college and the workforce. These
Common Core standards have been accepted by the majority of states, which means that after 2012
at least 85% of each states standards will consist of Common Core standards.
Teachers must seek materials that aid them in covering these standards within classroom instruction.
For this reason, the American Bankers Association ensures its Teach Children to Save lessons align with
national business and personal finance educational standards and support existing requirements in a
variety of other subject areas including math, English language arts, and social studies.
The following charts show how the American Bankers Associations lessons are aligned with curriculum
standards including:
National Standards in Personal Finance established by the Jump$tart Coalition for Personal
Financial Literacy. These reach across content areas to establish a framework for teaching
personal finance concepts to students in K-12 classrooms.
National Standards for Business Education.
Voluntary National Content Standards in Economics.
Common Core State Standards for English, Language Arts and Mathematics
Standards for Family and Consumer Sciences Education.
Life Skills Standards compiled by Mid-continental Research for Education and Learning.
Standards set forth for school Mathematics.
Standards for Social Studies, with an Economics concentration.
Only the applicable standards addressed in Teach Children to Save lessons are highlighted in the
respective tables, but these represent a considerable part of the overall objectives.
Just as the ins and outs of Reg Z would make a non-bankers head spin, the following curriculum
standards information may not mean as much to bankers. However the information provided here will
be familiar to educators and administrators. We recommend you make a copy of the standard chart or
charts that correspond to the grade groups you will be presenting to and pass this information along to
the educator with whom youre working.
2014
2014 American
American Bankers
Bankers Association,
Association, Washington,
Washington, D.C.
D.C. REPRINTING
REPRINTING IS
IS PERMITTED
PERMITTED
Correlation of Standards Grades 6-8

National Standards in Personal Finance established by the
Jump$tart Coalition for Personal Financial Literacy
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Financial Responsibility and Decision Making

Standard 1: Take responsibility for personal financial decisions.
Standard 4: Make financial decisions by systematically
considering alternatives and consequences.
Income and Careers
X
X
Standard 2: Identify sources of personal income.

Planning and Money Management
Standard 1: Develop a plan for spending and saving.
Standard 5: Consider charitable giving.
Standard 6: Develop a personal financial plan
Risk Management and Insurance

Standard 1: Identify common types of risks and basic risk
management methods.
Saving and Investing
Standard 1: Discuss how saving contributes to financial wellbeing.
Standard 2: Explain how investing builds wealth and helps meet
financial goals.
Standard 3: Evaluate investment alternatives.
National Standards for Business Education, a set of

competencies established by the National Business Education
Association (NBEA)
X
X
X
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Computation
I. Mathematical Foundations
Achievement Standard: Apply basic mathematical operations to
solve problems.
II. Number Relationships and Operations

Achievement Standard: Solve problems involving whole
numbers, decimals, fractions, percents, ratios, averages, and
proportions.
VI. Problem-Solving Applications
Achievement Standard: Use mathematical procedures to
analyze and solve business problems.
Economics
I. Allocation of Resources
Achievement Standard: Assess opportunity costs and trade-offs
involved in making choices about how to use scarce economic
resources.
Personal Finance
I. Personal Decision Making

Achievement Standard: Use a rational decision-making process
as it applies to the roles of citizens, workers, and consumers.
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and
analyze factors that affect income as a part of the career decisionmaking process.
III. Managing Finances and Budgeting
Achievement Standard: Develop and evaluate a
spending/savings plan.
IV. Saving and Investing
Achievement Standard: Evaluate savings and investment
options to meet short- and long-term goals.
VIII. Protecting Against Risk
Achievement Standard: Analyze choices available to consumers
for protection against risk and financial loss.
Common Core Standards replacing curriculum standards set by

the National Council of Teachers of English (NCTE)
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
ELA
Writing Standards 6-12

Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information,
using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting,
graphics, and multimedia when useful to aiding comprehension.
Writing Standards 6-12

a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/ effect;
include formatting, graphics, and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories; include
formatting, and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
Math
X
X
X
X
Grade 6
Ratios and Proportional Relationships 6.RP
Understand ratio concepts and use ratio reasoning to solve
problems.

3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line
diagrams, or equations.
b Solve unit rate problems including those involving unit pricing
and constant speed.
The Number System 6.NS
Compute fluently with multi-digit numbers and find common
factors and multiples.
3 Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation.
Apply and extend previous understandings of numbers to the
system of rational numbers.
5 Understand that positive and negative numbers are used
together to describe quantities having opposite directions or
values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric
charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in
each situation.
Grade 7
The Number System 7.NS
Apply and extend previous understandings of operations
with fractions to add, subtract, multiply, and divide rational
numbers.
1 Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent
addition and subtraction on a horizontal or vertical number
line diagram.
d Apply properties of operations as strategies to add and subtract
rational numbers.
3 Solve real-world and mathematical problems involving the four
operations with rational numbers.
X
X

Voluntary National Content Standards in Economics produced
by the Council for Economic Education (CEE), in partnership with
the National Association of Economic Educators (NAEE) and the
Foundation for Teaching Economics (FTE)
Standard 2: Marginal Cost/Benefit

Effective decision making requires comparing the additional costs
of alternatives with the additional benefits. Most choices involve
doing a little more or a little less of something: few choices are "all
or nothing" decisions.
Standard 10: Role of Economic Institutions
Institutions evolve in market economies to help individuals and
groups accomplish their goals. Banks, labor unions, corporations,
legal systems, and not-for-profit organizations are examples of
important institutions. A different kind of institution, clearly defined
and enforced property rights, is essential to a market economy.
Standard 11: Role of Money
Money makes it easier to trade, borrow, save, invest, and
compare the value of goods and services.
Standard 12: Role of Interest Rates
Interest rates, adjusted for inflation, rise and fall to balance the
amount saved with the amount borrowed, which affects the
allocation of scarce resources between present and future uses.
American Association of Family and Consumer Sciences

(AAFCS)s Standards for Family and Consumer Sciences
Education (FACS)
2.0
Comprehensive
Standard
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Consumer and Family Resources

Evaluate management practices related to
the human, economic, and environmental
resources.

2.1
2.1.1
2.1.2
2.1.5
2.1.7
2.2
2.2.1
2.2.2
2.2.3
2.5
2.5.1
2.5.4
2.6
Demonstrate management of individual

and family resources such as food,
clothing, shelter, health care, recreation,
transportation, time, and human capital.
Apply management and planning skills and
processes to organize tasks and
responsibilities.
Analyze how individuals and families make
choices to satisfy needs and wants.
Apply consumer skills to decisions about
housing, utilities, and furnishings.
Apply consumer skills to decisions about
recreation.
Analyze the relationship of the
environment to family and consumer
resources.
Analyze individual and family responsibility in
relation to the environmental trends and
issues.
Summarize environmental trends and issues
affecting families and future generations.
Demonstrate behaviors that conserve, reuse,
and recycle resources to maintain the
environment.
Analyze relationships between the
economic system and consumer actions.
Analyze the use of resources in making
choices that satisfy needs and wants of
individuals and families.
Analyze practices that allow families to
maintain economic self-sufficiency.
Demonstrate management of financial
resources to meet the goals of individuals
and families across the life span.
X
X
X
X
X

2.6.1
2.6.2
3.0
Comprehensive
Standard
3.1
3.1.2
3.3
3.3.2
3.3.4
3.4
3.4.1
3.4.3
3.4.5
Evaluate the need for personal and family

financial planning.
Apply management principles to individual
and family financial practices.
Consumer Services
X
X
Integrate knowledge, skills, and practices

needed for a career in consumer services
Analyze career paths within consumer
service industries.
Analyze opportunities for employment and
entrepreneurial endeavors.
Analyze factors in developing a long-term
financial management plan
Demonstrate components of a financial
planning process that reflect the distinction
between needs, wants, values, goals, and
economic resources.
Compare investment and savings
alternatives.
Analyze resource consumption for
conservation and waste management
practices
Investigate sources and types of residential
and commercial energy, water policy and
usage, waste disposal, and pollution issues.
Explore strategies and practices to conserve
energy and reduce waste.
Examine roles of government, industry, and
family in energy consumption.
X
X
X
X
X

Life Skills Standards compiled by Mid-continent Research for
Education and Learning
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Self-Regulation
1. Sets and manages goals
Level IV (Grades K-12)
Sets explicit long-term goals and shorter range subgoals
Creates an action plan to achieve long-term goals that includes
strategic, practical steps and that accounts for the resources
needed to achieve these goals
Identifies and monitors resources necessary to achieve a goal
Identifies and ranks relevant options in terms of accomplishing a
goal
Prepares and follows a schedule for carrying out options, including
contingency plans in the event that the original goal changes or is
not met
Maintains an awareness of proximity of a goal by establishing
personal milestones
Evaluates decisions and actions to determine if they further or
hinder the attainment of goals
Makes a cumulative evaluation of a goal (e.g., determines how

well the goal has been accomplished) according to explicit criteria
Sets routine goals for improving daily life
Understands personal wants and needs, and how goal-setting can
help one achieve wants and needs
Displays a sense of personal direction and purpose
Understands the differences between various types of goals (e.g.,
goals to improve output, problem-solving goals, innovative goals,
personal goals)
2. Performs self-appraisal

Identifies desired future accomplishments and preferred lifestyle

3. Considers risks
Weighs risks in making decisions and solving problems
4. Demonstrates perseverance
Demonstrates perseverance relative to personal goals
6. Applies decision-making techniques
Level III (Grades 6-8)
Analyzes personal decisions in terms of the options that were
considered
Working With Others
1. Contributes to the overall effort of a group
Works cooperatively within a group to complete tasks, achieve
goals, and solve problems
Mathematics Standards set forth by the National Council of

Teachers of Mathematics (NCTM)
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day
Grades 6-8
1 Number and Operations
1.2 Understand meanings of operations and how they relate
to one another
1.2.1 understand the meaning and effects of arithmetic operations
with fractions, decimals, and integers;
1.3 Compute fluently and make reasonable estimates
1.3.1 select appropriate methods and tools for computing with
fractions and decimals from among mental computation,
estimation, calculators or computers, and paper and pencil,
depending on the situation, and apply the selected methods;
9 Connections
9.3 recognize and apply mathematics in contexts outside of
mathematics.

Standards for Social Studies developed by the National Council
for the Social Studies (NCSS)
Grades 6-8
IV Social studies programs should include experiences that
provide for the study of individual development and identity, so that
the learner can:
IV.h work independently and cooperatively to accomplish goals.
Lesson
A:
Energy
Detectives
Lesson
B:
Double
Or
Nothing
Lesson
C:
Saving for
a Sunny
Day

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Overviews and Objectives for Lessons

Students will be able to:

Lesson B: Double or Nothing

Students will be able to:

Lesson C: Saving for a Sunny Day

Students will be able to:

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

Students will be able to:

Identify actions that save money and conserve energy.

Calculate the cost of energy consumption.

A standard incandescent light bulb and a compact fluorescent light bulb

Lesson Plans for Grades 6-8

Grades 6-8 Lesson A:

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You may be asked if people can sign more than one

Discuss the activity using some of the questions below:

Say things such as:

Lesson Plans for Grades 6-8

Thank the students and teacher for allowing you to be there.

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

20. If time allows:

Lesson Plans for Grades 6-8

Turns off lights

Turns off video

Turns off the

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Conservation Bingo ANSWER KEY

Drinks more than one

Turns off the faucet

Turns off lights when

Stands in front of the

Turns off video game

Takes short showers

Throws away plastic

Rides bus to school

Unplugs cell phone

Checks books out of

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2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

Teach Children to Save (6-8): Lesson C

Watt Can We Save ANSWER KEY

Teacher Tool | Grades 6-8

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

Students will be able to:

Explain the differences between simple and compound interest.

Distinguish between realistic and unrealistic rates of return on investment.

Compound Interest, Investing, Principal, Rule of 72, Simple Interest

Lesson Plans for Grades 6-8

Grades 6-8 Lesson B:

two Deals Student Activity (B1) (one copy of each page)

ITEMS BELOW AVAILABLE ON CD

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Lesson Plans for Grades 6-8

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

Lesson Plans for Grades 6-8

TWO DEALS STUDENT ACTIVITY ANSWER KEY (B1)

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

Too Good to Be True

Encourage them to start with an interest-bearing account at a bank. If time allows,

Lesson Plans for Grades 6-8

Too Good To Be True? ANSWER KEY (B2)

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED

2014 American Bankers Association, Washington, D.C. REPRINTING IS PERMITTED