Kindergarten Teacher Guide

Launch Lessons

Division of Academics, Department of Social Sciences

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Dr. Lawrence S. Feldman

Dr. Steve Gallon III

Ms. Lubby Navarro

Dr. Marta Pérez

Ms. Mari Tere Rojas

Mr. Christopher Badillo

Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Ms. Marie Izquierdo, Chief Academic Officer

Office of Academics and Transformation

Ms. Lisette M. Alves, Assistant Superintendent

Division of Academics

Mr. Robert C. Brazofsky, Executive Director

Department of Social Sciences

About Future Bound: Background information for the teacher.

• Future Bound Miami is a Children’s Savings Account program developed by a

consortium of local partners. Its goal is to foster a postsecondary identity in all M-

DCPS students. The program will:

o (1) provide all students with a free children’s savings account

o (2) support savings habits among children and parents through financial

education.

• Children's Savings Accounts (CSAs) are long-term, deposit-only accounts that

provide a vehicle for children and their families to build savings and earn

monetary incentives.

• Future Bound Miami will launch in M-DCPS elementary schools located within

the City of Miami that fall within Title-1 feeder patterns. The City of Miami is

providing all incoming kindergarten students with a seed incentive of up to $50

upon activation of their accounts.

• Having even a small amount of savings improves postsecondary educational

outcomes. Children with $1 to $499 designated for school are 3 times more likely

to enroll in, and 4 times more likely to complete postsecondary education, than

children with no account.

• Future Bound Miami will expand to all M-DCPS schools located throughout

Miami-Dade County within a 5-year period. At scale, Future Bound Miami will be

the largest Children’s Savings Account initiative in the country.

Informational and Promotional Videos

To access existing informational and/or promotional videos related to Future

Bound Miami, follow the steps outlined below:

1. Go to: The Parent Academy’s Website: https://parentacademymiami.com/ or

click HERE.

2. Cick on “Workshops” and then “Virutal Campus.”

3. See videos, available in English, Spanish, and Haitian-Creole, related to Future

Bound Miami.

Conceptual Background Information for the Teacher

The 5 Most Important Money Lessons to Teach Your Kids

Laura Shin Senior Contributor Opinions expressed by Forbes Contributors are their own. Crypto & Blockchain I write and podcast about crypto/blockchain technology.

Downloaded on 8/27/19 from: Forbes- https://www.forbes.com/sites/laurashin/2013/10/15/the-5-most-important-money-lessons-to-teach-your-kids/#334b300e6826

Given how important financial skills are to navigating life, it’s surprising that our schools don’t teach children about money.

As a parent, however, you can teach your child important financial lessons — and you should.

“Look at the mortgage crisis and how many families lost their homes — 3.9 million foreclosures. Look at the amount of money — $1.1 trillion—we owe in student loan debt. The amount — $845 billion — we owe in credit card debt. It’s pretty clear that adults don’t know much about money. To help the next generation avoid the mistakes of their elders, and to live financially fit lives, they need to be taught the essentials about money,” says Beth Kobliner, author of the New York Times bestseller Get a Financial Life, and a member of the President’s Advisory Council on Financial Capability who spearheaded the creation of Money as You Grow, which offers age-appropriate money lessons for children.

Kobliner says children as young as three years old can grasp financial concepts like saving and spending. And a report by researchers at the University of Cambridge commissioned by the United Kingdom’s Money Advice Service revealed that kids’ money habits are formed by age 7.

“The sooner parents start taking advantage of everyday teachable money moments (for example, give a six-year-old $2 and let her choose which fruit to buy), the better off our kids will be. Parents are the number one influence on their children’s financial behaviors, so it’s up to us to raise a generation of mindful consumers, investors, savers, and givers,” she says.

Below are the top money lessons to be learned at each age, as well as activities to illustrate each point.

Ages 3-5

The Lesson: You may have to wait to buy something you want.

“This is a hard concept for people to learn of all ages,” says Kobliner. However, the ability to delay gratification can also predict how successful one will be as a grown-up. Kids at this age need to learn that if they really want something, they should wait and save to buy it.

Money lessons at this age set the tone for later on. “You really can’t start too early,” says Kobliner. Speaking of her own family, she says, “When we go into a store, if I say, ‘We don’t have money for this,’ they’re smart — they know we have credit cards,” So, she would say, “We’re here to buy a gift for X, and we’re not going to buy anything for you, because we’re not here for that.” Kids then quickly learn that going into a store doesn’t always mean you’ll buy something.

Activities for Ages 3 To 5

1. When your child is waiting in line, say, to go on the swings, discuss how important itis to learn to wait for what he or she wants.

2. Create three jars – each labeled “Saving,” “Spending” or “Sharing.” Every time yourchild receives money, whether for doing chores or from a birthday, divide the money equally among the jars. Have him or her use the spending jar for small purchases, like candy or stickers. Money in the sharing jar can go to someone you know who needs it or be used to donate to a friend’s cause. The saving jar should be for more expensive items.

3. Have your child set a goal, such as to buy a toy. Make sure it’s not so pricey that theywon’t be able to afford it for months. “Then it just gets frustrating, and it gets hard for them to wrap their head around. It’s really more about her being cognizant that she’s saving for a goal than, ‘Oh, I really need her to scrape together those $10 to buy the tutu.' You want to set them up for success,” says Kobliner. If your child does have an expensive goal, come up with a matching program to help her reach it in a reasonable timeframe. (Kobliner says that while an allowance is a personal choice for every family, at this age, a small allowance could help a child save for these goals.)

Every time your child adds money to the savings jar, help her count up how much she has, talk with her about how much she needs to reach her goal, and when she will reach it. “All those behaviors are really fun for kids,” says Kobliner. “And it gives them a sense of the importance of waiting and being patient and saving.”

To read the rest of this article, which provides lesson ideas for students ages 6 and up, click HERE.

Launch Lesson #1: How do you earn money?

Learning standards and objectives addressed through this lesson:

SS.4.FL.1.3: Workers are paid for their labor in different ways such as wages, salaries, or

commissions. Explain the ways in which workers are paid.

LAFS.K.L.3.4: Determine or cliarify the meaning of unknown and multiple-meaning words and phrases

based on kindergarten reading and content.

LAFS.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics

and texts with peers and adults in small and larger groups.

Essential Question(s)

How do you earn money?

Learning Goals

To understand how to manage money and grasp the concept that saving is important, first students need

to understand how one earns/gets money.

Overview

In this lesson, students will explore the topic of income and develop an understanding of how people

get money.

Materials

Blank paper

Video: Elmo Earns Some Money: https://www.youtube.com/watch?v=ROeEPXmTIuU (link to the picture

below as well):

Time:

Approximately 20 minutes

Introduction/Hook:

Ask students to tell you how their parent(s)/guardian(s) use money. Ask them how they think their

parent(s)/guardian(s) get money. Ask any other probing questions that will help the students start thinking

about how people get money and solidify their understanding of income. (about 5 minutes).

Activities (about 10 minutes):

1. Tell the students they are going to watch a video clip to see how Elmo learns about how people get

money. Tell the students to pay close attention and listen for the following words: work and earn and to

watch what Elmo had to do specifically to get money. See video link in picture above. (The video runs for

1:33).

2. After viewing the video ask the students:

• Why did Elmo want money?

• What did he have to do to earn the money?

• For what do they (the students) want money?

• How can they (the students) get or earn money?

3. Next pass out blank paper to the students and have them by themselves or in pairs draw a picture that

shows people working to earn money. Have students discuss their drawings with each other either in

small groups or as a whole class.

Closure:

Ask students to define the words work, earn, and income. Close the lesson by asking students the

essential question again: How do you earn money?

Optional Extension Suggestion/Home Learning:

Have students talk to their parent(s)/guardian(s) or other family members or friends about how they earn

money and have students make a list of ways people earn money.

Launch Lesson #2: How do you save money? Why is it important to save

money?

Learning standards and objectives addressed through this lesson:

SS.4.FL.3.2 Explain that when people save money, they give up the opportunity to buy things now in

order to buy things later.

LAFS.K.L.3.4: Determine or cliarify the meaning of unknown and multiple-meaning words and phrases

based on kindergarten reading and content.

LAFS.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics

and tesxts wit hpeers nad adults in small and larger groups.

Essential Question(s)

How do you save money? Why is it important to save money?

Learning Goals

To understand how to manage money and grasp the concept that saving is important, students need to

understand ways that they can save money and why it is important to save money.

Overview

In this lesson, students will explore ways to save money and why it is important to save money.

Materials

Video: Elmo Learns about Saving: https://www.youtube.com/watch?v=wvN1IX8Wyqk

(Video is linked to the picture below as well):

Time:

Approximately 20 minutes

Introduction/Hook:

Ask students if they have ever heard anyone talking about saving money. Ask them what it means to

save money and why someone should or would want to save money. Feel free to share personal stories

about your experience saving money.

Tell students to imagine they are in a store and see a toy that they really want that costs $20.00 but they

only have $10.00. Ask students how much more money they would need to buy the $20.00 toy. Ask

them if they can think of ways they could save money to get the $10.00 additional dollars they need.

(about 5 minutes).

Activities (about 10 minutes):

1. Tell the students they are going to watch a video clip to see how Elmo learns about saving money.

Tell the students to pay close attention and listen for the following words: save and piggy bank and to

pay very close attention to the advice Elmo gets about what NOT to do with his saved money. See video

link in picture above. (The video runs for 1:19).

2. After viewing the video ask the students:

• Why did Elmo want money?

• Why did Elmo want to put his money in a piggy bank?

• What advice did Elmo get about what NOT to do with his money when he saved it? (Answer:

Don’t spend it).

• Why is it important to save money?

3. Next pass out “Handout: My Chores and Income.” Have the students look over the handout and

explain to them that it is a pretend list of chores and allowance paid for doing the chores each week.

Have the students do the following:

• Calculate how much money (income) they earn for one week of doing their chores ($5.00)

• Have them figure out how much they will earn if they work for 4 weeks ($20.00).

• Have them recall the imaginary toy they wanted to buy when the lesson started (for $20.00 and

they only had $10.00). Have them figure out after which week they would have enough money

to buy the $20.00 toy (after week #2) and how much they would save if they didn’t spend any of

their income in weeks 3 and 4 ($10.00). Ask them if they really, really, NEEDED the toy and how

much money they would save if they didn’t buy the toy and didn’t spend any money ($10.00

original plus 4 weeks of chores = $5.00 per week= $20.00 for chores = $30.00 in total).

Closure:

Ask students to define the word savings. Close the lesson by asking students the essential question

again: How do you save money and why is it important to save money?

Optional Extension Suggestion/Home Learning:

Have students talk to their parent(s)/guardian(s) or other family members or friends about ways they save

money.

Handout: My Chores and Income

Launch Lesson #3: For me, for you, for later: 3 Jars

Learning standards and objectives addressed through this lesson:

SS.4.FL.3.2 Explain that when people save money, they give up the opportunity to buy things now in

order to buy things later.

LAFS.K.L.3.4: Determine or cliarify the meaning of unknown and multiple-meaning words and phrases

based on kindergarten reading and content.

LAFS.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics

and texts with peers and adults in small and larger groups.

Essential Question(s)

Why is it imortant to have an organized why to manage your money?

Learning Goals

To understand how to manage money and grasp the concept that saving is important, students need to

understand ways that they can save money and why it is important to save money. In this lesson,

students will learn the 3 jars method: for Spending, for Saving, for Sharing.

Overview

In this lesson, students will explore the topic of ways to save money and why it is important to save

money. Students will be encouraged to have 3 jars at home, one for savings, one for speding, and one

for sharing.

Materials

Video: Sesame Street’s For Me, For You, For Later https://www.youtube.com/watch?v=ZrsWh7Bo97A

(Video is linked to the picture below as well):

Time:

Approximately 20 minutes

Introduction/Hook:

Ask students to recall the lesson when we talked about saving and ask them why it is important to save

money. Ask them if they have saved any money since the last lesson. Tell them that today they are

going to learn a specific way to organize their money and save.

Activities (about 10 minutes):

1. Tell the students they are going to watch a video clip to see how Elmo learns about the 3-Jar method.

Watch the video and stop it at strategic moments to check for student understanding. (The video runs for

4:36).

2. While watching the video, you may want to pause and ask these questions:

• Why did Elmo want to save money? Where did Elmo get his money from?

• Why would you want to put your money into three different jars? What does each jar stand for?

(spending, saving, and sharing).

• What did the various children do with their spending money, their sharing money, and their saving

money?

• After the video, ask students if they had the 3 jars, what they would spend the money on, how

they would share their money, and what they would save money for.

3. Next pass out “Handout My 3 Jars.” Read the directions with the students and model how to draw the

ticks (lines) in the jars. Have students share their ideas with the class.

Closure:

Explain to the students that with their parent(s)/guardian(s) help, they will have a savings account open

for them. Tell the students that the money that they save in the ‘Save” jar can be placed in the savings

account for safe keeping and that they can have a place where they can save money for their future.

Optional Extension Suggestion/Home Learning:

Provide students with information about how to activate their savings accounts so that they can share

with their parents and have students ask their parents to activate the account.

Handout: My 3 Jars

Directions: Pretend you have 12 $1.00 dollar Bills. Draw a tick (short line) representing each dollar you

want to put in each jar. You can put all in one jar or divide them up however you want but you can only

draw 12 ticks (lines). Once you draw a line in a jar place an X over one of the images of the dollor bill so

you can keep track of how many you have left to use. Explain to a friend or your whole class what you

would use the money for in each jar.

To Spend

To Save

To Share

Launch Lesson #4: What is a Career?

Learning standards and objectives addressed through this lesson:

S.S.4.FL.1.2 People earn an income when they are hired by an employer to work at a job. Explain why

employers are willing to pay people to do their work.

LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Essential Question(s)

What is a career? Why is it important to save for my future?

Learning Goals

To understand how to manage money and grasp the concept that saving is important, students need to

understand the concept of a career and that most careers require some sort of formal training and/or

education. The required training/education costs money and it is important to save for one’s future

Overview

In this lesson, students will learn what a career is. They will also think about careers they are interested

in and how much it costs to get an education or training to be qualified to work in that career.

Materials

Blank paper

Video: Sonia Sotomayor and Abby learn the Word Career:

https://www.youtube.com/watch?v=EHICz5MYxNQ

(Video is linked to the picture below as well):

Time:

Approximately 20 minutes

Introduction/Hook:

Ask students

Activities (about 10 minutes):

1. Tell the students they are going to watch a video clip to see how Abby from Sesame Street learns

what a career is from Supreme Court Justice Sonya Sotomayor. Watch the video and stop it at strategic

moments to check for student understanding. (The video runs for 1:40).

2. While watching the video, you may want to pause and ask these questions:

• What is a career?

• What is the difference between a job and a career?

• What do you have to do to have a career?

• Ask any other questions that you feel are relevant from the video to deepen student

understanding of careers.

3. Next go around the room and ask each student what they think they want to do for a career when they

get older. Write the student responses on the board. Then take one or two examples and discuss what

type of education or training one would need to have that career. Teacher: conduct a google search for

the average cost of education for one of the careers the students mentioned. You can also click HERE to

College Avenue to see an estimated cost of college by profession. Show one of the figures to the

students and explain to them that it is very important to save money so that you can learn how to have

the career that you want.

4. Pass out blank paper to the students and have them draw a picture of themselves working in the

career that they are interested in. Next have them flip the paper over and draw ways they will save

money to get the training/education required to work in that career.

Closure:

Write a class pledge together with students that stresses the importance of saving. Recite the pledge

together with the students. Here is an example: “I pledge to try to save money for my future so that I

can get the education I need to work in a career of my choice. I promise to manage my money

responsibly. I promise to save.”

Optional Extension Suggestion/Home Learning:

Provide a written copy of the pledge and have students get their parents to sign the pledge in support of

the student’s promise.

Anti-Discrimination Policy: Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities

and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or

national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals

who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially

equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service,

public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to

"eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical

conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against

a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex,

national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of

genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate

categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or

applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs,

sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally

prohibited basis. Retaliation for engaging in a protected activity is also prohibited. Rev. (05-12)