Making The Right Money Moves is used to teach young adults in a high school classroom basic money management skills, including how to access and manage credit responsibly.
What are the program components?
There are four curriculum components provided to each school, including:
The Student Workbook imprinted with your credit union's logoThe video, Check It Out!! Ã¢â‚¬â€œ checking account convenience, management and the 5 C's of creditThe CD exercise, You're On Your Own Ã¢â‚¬â€œ money managementThe Teacher's Guide
Teachers request the number of workbooks needed for their classes and a Teacher's Guide. The school media center receives and catalogs the CD. The video is available online. You receive the fifth component directly: The Credit Union Guide, which provides ideas and recommendations for maximizing your participation in the program.

MMSD shares how they manage an equitable share budget for federal funds (Title II, Title IV, ESSER, GEER, etc.) using multiple tabs on Google Sheets.

Using their knowledge of the phases of matter, the scientific method, and polymers, student teams work as if they are chemical engineers to optimize the formula for slime. Hired by the fictional company, Slime Productions, students are challenged to modify the chemical composition of the basic formula for slime to maximize its "bounce factor."

The difference between an architect and an engineer is sometimes confusing because their roles in building design can be similar. Students experience a bit of both professions by following a set of requirements and meeting given constraints as they create a model parking garage. They experience the engineering design process first-hand as they design, build and test their models. They draw a blueprint for their design, select the construction materials and budget their expenditures. They also test their structures for strength and find their maximum loads.

This resource is a collaborative assessment that takes about five 50-minute class periods (without the presentation time) that can be used after completing the Junior Achievement Economics for Success program. Outcome topics include goals, budgeting, credit, and insurance. Other prior knowledge includes how to create, format, and collaborate using a presentation app (Google Slides). Keep in mind that this project is used in a class that also teaches keyboarding, personal finance, and computer applications.  This is part of a unit assessment.

This is an online game about surviving poverty and homelessness created by ad agency McKinney for pro bono client Urban Ministries of Durham (UMD), whose mission "is to provide food, clothing, shelter and supportive services to neighbors in need".[1] Players must make the difficult decisions necessary to live for one month on $1,000, often having to choose between equally disagreeable options. The dilemmas they face represent those that bring people to places like UMD: Do you make a healthy meal or keep the lights on? Cover the minimum on your credit cards or pay the rent? Hope your sick daughter gets better on her own or risk your job by leaving early to take her to the doctor? Let your son play in the after-school sports league or save the money needed for his uniform?
The game ends when players either run out of money before the end of the month or make it through with money left over.
Since its launch in February 2011, the interactive game SPENT has been played more than 4 million times in over 218 countries.[2]
Excerpted from:  https://en.wikipedia.org/wiki/SPENT

This is a detailed description of an assessment that can be used in a graduate level of study in the area of public school finance. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3.).

This course of study appropriate for this assessment is both skills and knowledge focused. The assessment measures the student’s ability to think critically and requires students to identify and analyze real school district data regarding revenue and expenditures, a formula for predicting needed staffing levels and a comprehensive listing of personnel data detailing all expenditures per employee. Finally, the assessment provides students the opportunity to role play experiences one might have during a district-wide administrator meeting and during a public school board meeting by presenting their recommendations via a formal presentation with their peers serving as school board members and the professor as the school district superintendent.

Students are able to decide where in Texas they are going to live and then make financial choices that will correlate with the lifetyle they think they want to have. They will decide where they live, what they buy, and what they save. Once they make all of their financial decisions, they will be given a minimum salary that they will need to be able to maintain that lifestyle. They are then able to search jobs that they are interested in and see the starting salaries that they come with. This allows them to see the reality of what their lifetyle and career path is.

Students learn about material reuse by designing and building the strongest and tallest towers they can, using only recycled materials. They follow design constraints and build their towers to withstand earthquake and high wind simulations.

In this activity, students revisit the Pop Rockets activity from Lesson 3. This time, however, the design of their pop-rockets will be limited by budgets and supplies. They will get a feel for the limitations of a real engineering project as well as an opportunity to redesign and retest their rockets.

Personal Finance course FREE teacher resources and trial access to online course solution as well as a correlation to WI state standards.

Students learn about the major factors that comprise the design and construction cost of a modern bridge. Before a bridge design is completed, engineers provide overall cost estimates for construction of the bridge. Students learn about the components that go into estimating the total cost, including expenses for site investigation, design, materials, equipment, labor and construction oversight, as well as the trade-off between a design and its cost.

Estimated Lesson Time: 45 minutes

Students will be able to:
-Understand how social media can influence spending habits
-Analyze marketing techniques from social media and advertising that encourage spending

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

Madision Metropolital School District shares tools and resources for managing Title II-A funding with private/parochial schools in your district.

Estimated Lesson Time: 45 minutes

Students will be able to:
-Understand how the context of various situations can affect the financial decisions they make
-Define economic terms about the paradox of value
-Assess which of their personal values most affect how they interact with money

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

Estimated Lesson Time: 45 minutes

Students will be able to:
-Identify different ways that they relate to money
-Assess their own personal values that shape how they make financial decisions

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.