Course
Profile Managing
Personal and Family Resources, Grade 11, College Preparation, Public
Unit 5: Family Relationships and Economic Stresses
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Unit Description
Students
conduct research on various types of families to determine how different
lifestyles affect spending patterns. They demonstrate an understanding of the
advantages and disadvantages of building and using credit by planning family
purchases. Students explore different lifestyles by planning, preparing, and
serving balanced family meals within time, money or equipment constraints. They
investigate the implications that non-traditional forms of work have on the
family. Through the examination of case studies, students identify the impact
of various employment-related on the family. They investigate community
resources that are available to help families in financial distress.
Strand(s) & Learning
Expectations
Strand(s): Personal and Social Responsibilities, Preparing for the Challenges of the
Future, Social Structures, Research and Inquiry Skills
Overall
Expectations: PRV.02, CFV.02, SSV.01, SSV.02, SSV.03, ISV.01,
ISV.04.
Specific
Expectations: PR2.05, CF2.01, CF2.02, CF2.04, SS1.02, SS2.02,
SS2.05, SS2.06, SS3.01, IS1.01, IS3.01, IS3.02.
Unit
Overview Chart
|
Cluster |
Title |
Time |
Expectations |
Assessment |
Tasks |
|
1 |
The
Importance of Money |
6 hours |
SSV.01,
SSV.02, ISV.01, ISV.04, SS1.02, SS2.05, IS1.01, IS3.01, IS3.02 |
Thinking/Inquiry |
Graphs |
|
2 |
Family
Budgeting |
5 hours |
PRV.02,
SSV.01, SSV.02, PR2.05, SS1.02, SS2.06 |
Thinking/Inquiry |
Credit
Terminology |
|
3 |
Managing
Family Resources |
4 hours |
PRV.02,
SSV.01, PR2.05, SS1.02 |
Thinking/Inquiry |
Food
Lab |
|
4 |
Types
of Work The
Costs and Implications of Non-traditional Work |
5 hours |
CFV.02,
CF2.01, CF2.02, CF2.04 |
Knowledge/
Understanding |
Class
Discussion |
|
5 |
Employment-related
trends and resources |
2 hours |
SSV.02,
SSV.03, SS2.02, SS3.01 |
Knowledge/
Understanding |
Family
Employment |
|
6 |
Family
Finances: Success and Stability |
3 hours |
CFV.02,
SSV.01, SSV.02, SSV.03, ISV.04, CF2.01, CF2.02, CF2.04, SS1.02, SS2.02,
SS3.01, IS3.02 |
Knowledge/
Understanding |
Pamphlet |
Unit Notes
The
family life cycle framework has been used to organize the units in this course.
This framework does have some limitations of which both teachers and students
need to be aware. Today’s family life cycle has become more diverse and complex
than it has traditionally been. The family life cycle model does not reflect a
wide range of diverse family structures and norms. A great variety of families
exist that have created changes and challenges in today’s society. There are an
increasing number of single parent families, most often headed by women, who
are experiencing financial difficulties. The Canadian Council on Social
Development estimated that 56.8% of all single-mother families were living
below the low-income cut-off (1995). A greater variety of families exist; step
families, blended families, and grandparent-led families are a few of these
forms that have created much change and stress. Teachers are encouraged to eliminate
bias by increasing student awareness of the variety of family forms in
existence. Students should be given activities that encourage empathy building
with people in a variety of situations that may be different from their own.
Students
complete a number of activities within their “families.” For more information
on the types of family learning activities that could be included refer to the
Course Overview of this profile.
Prior Knowledge &
Skills
Students
will have had the opportunity to develop their social science research skills
in previous units as these skills form a cornerstone for this course.
Unit Planning Notes
·
The
teacher needs to ensure that students follow the board or school policy on
Internet use, if such a policy has been developed.
·
The
teacher may need to book the computer lab for the following activities -
Activities 1, 3, 4 and 6.
·
The
teacher will inform students of the culminating activity to be completed at the
end of this unit to enable students to gather materials needed to complete
their pamphlet.
·
Teachers
should be sensitive to the variety of cultural, ethnic, and religious beliefs
and customs that students have and make accommodations to teaching/learning
strategies to respect and build on these variations. Similarly, teachers must
be sensitive to the variety of socio-economic levels and family structures of
students and be prepared to make accommodations to learning experiences and
resources, as needed. Teachers are encouraged to make specific adaptations to
this profile to make it appropriate to the needs of the community in which it
is taught.
Activity
1: The Importance of Money
Time: 360 minutes
Description
Students
work in small groups to investigate the major expenses at each stage of the
family life cycle. They gain knowledge of how to plan family finances to meet
the needs and wants of family members. Students work in pairs to conduct
primary research in the form of surveys or questionnaires to determine the
various ways that different types of families manage money. The results of the
surveys can be communicated by using visual representations.
Strand(s) & Learning
Expectations
Strand(s): Social Structures, Research and Inquiry Skills
Overall
Expectations
SSV.01 -
identify and describe the major expenses of individuals and families throughout
the stages of life;
SSV.02 -
explain the effects of economic and business trends on the family;
ISV.01 -
use appropriate social science research methods in the investigation of issues
relating to the management of personal and family resources;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
SS1.02 -
analyse how different lifestyles affect spending patterns;
SS2.05 -
devise, conduct, and analyse the results of a survey exploring differing attitudes
of families towards various aspects of money management and family finances;
IS1.01 -
demonstrate an understanding of the steps involved in a social science research
investigation;
IS3.01 -
report on information and key ideas collected in their research, and document
the sources accurately, using correct forms of citation;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Prior Knowledge &
Skills
·
basic
understanding of social science research inquiry model:
· questionnaire development
· experience gathering information from a variety of reference materials and writing a report
· creating electronic graphic representations
· basic mathematical and graphing skills (means, percentages, modes, medians)
·
experience
in small group settings
Planning Notes
Teachers:
·
locate
and make available to students current research on patterns and trends on how
families manage their money (Strategy 4);
·
review
and approve all surveys before they are distributed (Strategy 8);
·
ensure
that all surveys ask appropriate questions and are not overly intrusive
(Strategy 8);
·
review
safety issues around survey distribution (Strategy 9);
·
create
individual and group evaluations (Strategy 12).
Teaching/Learning
Strategies
1. The teacher initiates a discussion involving
students to:
· identify the stages of the family life cycle;
· review with students the conceptual framework known as Family Life Cycle (i.e., developmental tasks, rites of passage);
· discuss the limitations of the family life cycle approach. For example, many people/families do not fit into the cycle, it assumes that both marital partners are passing through the same stage at the same time, and families vary across cultures.
· identify major expenses at each stage of the family life cycle.
2. Students create line graphs demonstrating the
major expenses of each stage of the lifecycle. For example, trace how housing,
childcare and health care expenses change over the lifecycle.
3. As a class, students identify how these
expenses may vary for different types. For example, a recently immigrated
family may need to send money to their homeland, blended families may pay or
receive child support.
4. In a small group, students choose one aspect
of money management to research (buying on credit, borrowing, renting,
investing, etc.).
5. The group examines current research to find
patterns and trends on how families manage their money, paying specific
attention to the aspect their group is researching. For more information on how
to access this information see the resource list below.
6. The group formulates a research question
based upon the information gathered from the research completed in strategy 4.
7. Students create a questionnaire /survey that
investigates the spending or saving patterns and attitudes of families at the
different stages of the family lifecycle. The survey should have a minimum of
ten questions and should be written in proper social science research format.
When the students are creating questions for the survey, they should attempt to
ask questions that allow them to draw connections between spending patterns and
specific stages of the lifecycle.
8. Peer groups edit their questionnaire for bias
and appropriateness.
9. The teacher reviews all questionnaires for
appropriateness of information and ethical concerns.
10. Students distribute the questionnaire to five
different families ensuring that they have representation from a wide variety
of families at differing stages of the lifecycle.
11. After the questionnaires are completed
students return to their groups and share the results of their surveys.
Students collate data as a group by using tally charts. Students individually
analyse the results of their survey. They should draw connections between the
spending patterns of specific stages of the lifecycle.
12. The results of each of the questions on the
questionnaires are displayed in separate graphs with a summary
statement/analysis written beneath each graph. Where available, the graphs can
be completed on the computer. Graphs, summaries, and analysis are displayed as
a poster. Time is allotted to discuss findings with the class.
13. Students complete self and group assessments.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Questionnaire
(Strategy 6) |
Checklist |
Summative |
Thinking/Inquiry |
|
Poster
– Survey |
Rubric |
Summative |
Thinking/Inquiry |
|
Self-
and Group Assessments (Strategy 12) |
Checklist
Rating Scales |
Formative |
Communication |
Accommodations
·
The
teacher adapts strategies and evaluation as recommended in students’ IEPs.
·
The
teacher monitors small group structures.
·
The
teacher will break down large tasks into small tasks and provide reinforcement
as each part is completed.
·
Enable
the student to demonstrate understanding using a variety of methods including
oral presentations, audio or video taped assignments, bulletin board displays,
dramatizations, and demonstrations.
·
Depending
on class size, the entire assignment may be completed individually or in pairs,
with assessment on an individual basis.
·
As
enrichment: students may write a formal written report in addition to
displaying the results of their survey on a poster.
Resources
Internet
Statistics Canada – http://www.statcan.ca
The Vanier Institute of the Family – http://www.vifamily.ca
Statistical Assessment Services – http://www.stats.org/
The Gallup Organization – http://www.gallup.com/poll/social_issues.asp
Credit
Counselling of Toronto – http://www.creditcananda.com
Print
Adams,
M. Better Happy Than Rich? Canadians, Money and the Meaning of Life.
Toronto: Viking Press, 2000. ISBN 067088898-2
Foot,
D. Boom, Bust and Echo 2000. Irwin. 1999. ISBN 55199-0296
Godfrey,
N.S. A Penny Saved - Teaching Your Children the Values and Life Skills They
Will Need to Live in the Real World. Simon and Shuster, 1995. ISBN
0-0684-82480-9
Mellan,
O. Money Harmony - Resolving Money Conflicts in Your Life and Relationships.
Walker and Company, 1994. ISBN 0-8027-1285-1
Miller,
M.W. The Sensible Saver. McMillian Spectrum. 1996. ISBN 0-02-861288-4
Robertson,
Hugh. The Project Book: An Introduction to Research and Writing. Ottawa:
Piperhill, 1999. ISBN 0-09693068-4-9 To order call 1-800-958-5348
Robertson,
Hugh. Research and Communication Skills. Ottawa: Piperhill, 1999. ISBN
0-09693068-3-0
To order call 1-800-958-5348
Sasse,
C.R. Families Today, 2nd ed. Glencoe McGraw-Hill, 1997. Chapter 27.
Vanier Institute of the Family. Profiling
Canada’s Family II, Vanier Institute of the Family.
94 Centrepointe Drive, Nepean, Ontario, Canada, K2G 6B1 Tel: 613-228-8500 Fax:
613-228-8007
Vaz-Oxlade,
G. A Woman of Independent Means. Stoddart, 1999. ISBN 0-7737-3181-4
Vaz-Oxlade,
G. Divorce - A Canadian Woman’s Guide. Prentice-Hall, 2000. ISBN
0-13-026534-9
Vaz-Oxlade,
G. The Money Tree Myth. Stoddart, 1996. ISBN 0773758178
Vaz-Oxlade,
G. Shopping for Money. Stoddart, 1999. ISBN 0773760202
Activity
2: Family Budgeting
Time: 300 minutes
Description
Students
brainstorm various methods of obtaining money. They define various terms and
gather information related to the process of obtaining credit. Through work in
previously established “family” groups, students demonstrate an understanding
of the advantages and disadvantages of building and using credit by planning
the furnishings for an infant’s room. Through oral presentations and
discussion, the class analyses the implications of credit use for several types
of family situations.
Strand(s) & Learning
Expectations
Strand(s): Personal and Social Responsibilities, Social
Structures
Overall
Expectations
PRV.02 -
identify the principles of and techniques required for effective management of
personal and family resources;
SSV.01 -
identify and describe the major expenses of individuals and families throughout
the stages of life;
SSV.02 -
explain the effects of economic and business trends on the family.
Specific
Expectations
PR2.05 -
demonstrate an understanding of the management skills involved in the wise use
of family resources;
SS1.02 -
analyse how different lifestyles affect spending patterns;
SS2.06 -
evaluate the costs and implications for families of buying on credit and assess
the benefits of alternative approaches.
Prior Knowledge &
Skills
·
experience
in small group work
·
basic
mathematics and numeracy skills (finding percentages)
Planning Notes
Teachers:
·
make
a list of credit terms and definitions and place each list in separate
envelopes (to be used for a matching activity) (Strategy 2);
·
arrange
a guest speaker to discuss the advantages and disadvantages of credit use
(Strategy 4);
·
create
separate family budgets for the room furnishing assignment (Strategy 5);
·
collect
catalogues and flyers depicting furnishings for infants;
·
read
and follow school field trip policy and procedures, if students will be
completing the price comparison and credit investigation during school time;
·
create
a letter of introduction for students when visiting establishments;
·
create
a handout for students to use as a letter of introduction when visiting stores
and collecting credit information (Strategy 5);
·
develop
assessment strategies (rubric and checklist) (Strategy 6);
·
create
individual and group evaluations (Strategy 8).
Teaching/Learning
Strategies
1. Students brainstorm ways to obtain money.
Teacher relates this to how families obtain money for the things they need to
buy (i.e., earn, borrow, interest, credit).
2. The teacher distributes envelopes of credit
terms to students. In small groups students match credit related terms with
their definition (e.g., creditor, debtor, borrower, interest, personal
stability, income, assets, savings, co-sign, net worth, equity, liabilities).
Students individually make a list of all of the terms and definitions.
3. Students gather information on how to obtain
credit. Students may do this by reading Chapter 7 and Chapter 9 of “How Chuck
Taylor Got What He Wanted.”
4. The teacher may wish to invite a guest
speaker to class to discuss the advantages and disadvantages of credit use.
5. Working in “family groups”, students are
given the task of planning for the adjustments families make to their living
arrangements to accommodate a new baby (i.e., nursery, sharing room with
sibling or parents, adult child returning to parents’ home with baby). They
must work within their family financial situation - this was determined during
the first unit of the course when family groups were established. The teacher
gives each family a specific budget. The teacher provides the families with a
handout they can use to collect and organize their information. Each group is
responsible for creating a list of all of the items they need to
purchase/obtain, the cost, and the place where they will find the items. All
groups research the price of a major item for the room (such as crib, or
dresser). They should compare prices at several stores. Groups can inquire at
stores about their credit plan, and should ask about the application process
for the specific store.
6. In their family groups, students prepare a
four- to five- page report. In the report, the group needs to comment on
whether their family is able to purchase a major item on credit. If they are
unable to do so, they need to comment on what they might do instead (e.g.,
borrow from friend, purchase at second hand store or garage sale). The report
should include a chart listing all of the stores they visited as well as the
prices and features of the items they researched. The total price will be
included and the group must be within their specified budget. Students should
clip sample pictures from catalogues.
7. Each group presents its report to the class.
The class makes a summary note about how the different family lifestyles affect
spending patterns.
8. Each group member completes a self and group
assessment.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Room
Furnishing Report |
Checklist |
Summative |
Thinking/Inquiry |
|
Oral
Presentation (Strategy 7) |
Checklist |
Summative |
Communication |
|
Self-
and Group Assessment |
Rating
Scale |
Formative |
Communication |
Accommodations
·
Students
could use the Internet and catalogues to research purchases.
·
The
teacher may obtain information about the credit application process and make
them available for student use in the classroom.
·
The
teacher monitors progress often. Frequent feedback helps keep students on track
and lets them know what is expected of them.
·
As
enrichment, each student could create a floor plan or 3-D model of how living
arrangements would be adapted.
·
Encourage
students to develop leadership skills in the context of decision-making and problem-solving.
Resources
Internet
Babies
R Us – http://babiesrus.toysrus.com/
Absolutely
Baby.com – http://www.absolutelybaby.com
Cooleh.com
– http://www.cooleh.com/ (Canadian internet shopping site)
Baby
Universe.ca – http://www.babyuniverse.ca/
Ebay
– http://www.ebay.com
GVO
Money Financial Wit & Wisdom on the Web. – http://www.gvomoney.com
Canadian
Bankers Association – http://www.cba.ca/
Print
Staats,
W. F. and E.D. Sledge. How Chuck Taylor Got What He Wanted. Chapters 7
and 9. 1998. Credit Counselling Service of Toronto -
http://www.creditcananda.com 1-800-267-2272. Teachers may be able to obtain a
class set of this book at a very low cost.
Ryder,
V. and M.B. Harter. Contemporary Living. Goodheart-Willcox Company,
Inc., 1995. Chapter 27
Choices
and Decisions: Taking Charge of Your Financial Life. Available for free from CIRA, 1600
James Naismith Drive, Gloucester, ON K1B 5N4, (613) 748-5639 –
http://www.intramurals.ca
Kisluk,
Frank. Life After Debt, Doubleday Canada, 1996. ISBN 0385258739
Vaz-Oxlade,
Gail. The Money Tree Myth: A Parents’ Guide to Helping Kids Unravel the
Mysteries of Money. Stoddart Publishing, 1996. ISBN 0773758178
Vaz-Oxlade,
Gail. Shopping For Money: How To Borrow Without Losing Your Shirt.
Stoddart Publishing, 1999. ISBN 0773760202
Community
Credit
Union
Bank
Credit
Counselling Agency
Credit
Bureau
Activity
3: Managing Family Resources
Time: 240 minutes
Description
Students work in small groups to
investigate case studies that pertain to a specific lifestyle situation that
families may experience. They explore the different lifestyles by planning,
preparing, and serving balanced family meals with a combination of time, money,
and equipment constraints. Students apply their prior knowledge of Canada’s
Food Guide to Healthy Eating for the particular situation they must analyse.
Strand(s) & Learning
Expectations
Strand(s): Personal and Social Responsibilities, Social
Structures
Overall
Expectations
PRV.02 -
identify the principles of and techniques required for effective management of
personal and family resources;
SSV.01 -
identify and describe the major expenses of individuals and families throughout
the stages of life.
Specific
Expectations
PR2.05 -
demonstrate an understanding of the management skills involved in the wise use
of family resources;
SS1.02 -
analyse how different lifestyles affect spending patterns.
Prior Knowledge &
Skills
·
familiarity
with the Canada’s Food Guide
·
basic
kitchen safety and basic culinary skills
·
effective
small group communication skills
Planning Notes
Teachers:
·
ensure
that all materials developed for use in
this unit are reflective of the school community;
·
create
an interview sheet for students on how families manage money and time when
preparing meals (Strategy 1);
·
prepare
cards indicating all of the lifestyle situations (Strategy 3);
·
make
a list of staple food items available in the classroom (Strategy 4);
·
arrange
for and follow school field trip policy and procedures if students will be
pricing groceries during school time (Strategy 4);
·
create
a checklist and criteria based marking scheme for food lab and meal plan
summary
(Strategy 5). Use of kitchens is required for this activity. Classes that do
not have kitchen facilities could do the planning activity, but would omit the
application procedures (food lab). If this is the first time students have
completed a food lab, the teacher will need to allot time to address issues of
kitchen safety and lab procedures. Time adjustments may be needed to
accommodate this. If time permits, students could complete their group’s
grocery shopping at a nearby store. In this case, the teacher needs to refer to
board or school field trip policy. Otherwise, students could complete the
activity for homework, by visiting grocery stores, making use of flyers, or
online grocery stores to find prices for the assignment.
Teaching/Learning
Strategies
1. For homework, students conduct a brief
interview (based on questionnaire prepared by teacher) with their parents about
how they manage their money and time when shopping for and preparing meals.
2. Based upon interviews completed for homework,
students working in small groups, compile a list of techniques families use to
manage their money and time when shopping for and preparing meals. Students
copy the list into their notebooks.
3. This
activity may be completed in “family groups” or the teacher may have students
create new groups for the purpose of this activity. Working in small groups, students
receive a card with a description of a lifestyle situation such as:
a) four students; one is a vegetarian;
b) single parent; two small children who hate vegetables;
c) two working parents; two teenage children who have such hectic schedules that they rarely eat at the same time;
d) three students; no oven, only two stove-top elements to cook with;
e) grandma and her 15 year old grandchild plus a one year old infant;
f) two baby boomers; one with a heart problem, one with diabetes;
g) two elderly people, both with advanced arthritis.
These situations are examples only. The teacher needs to create
situations appropriate to their specific community.
4. The groups are given a limited budget (i.e.,
$6) within which to work. They must plan a nutritious meal for the individuals
on their lifestyle situation card. The meal must include food from all four
food groups. It must be prepared and served in one class period. The teacher
makes a list of staple items that are available to each classroom, and need not
be included in the meal plan. If the teacher does the shopping, then the
students must complete a grocery list.
5. Each group must hand in a summary of its meal
plan. They must describe how the meal meets all of the requirements of the
individuals in the case study. Reference should be made to Canada’s Food
Guide. Students make connections between the resources they used and their
lifestyle needs. A chart should be included that lists the prices for each of
the items purchased to complete the food lab.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Food
lab (Strategy 4) |
Checklist |
Summative |
Application |
|
Meal
Plan Summary |
Criteria
Referenced marking scheme |
Summative |
Thinking/Inquiry |
Accommodations
·
The
teacher may modify group structure to ensure that student needs are
accommodated.
·
If
computers are available, students could order the groceries over the Internet,
or could prepare their price list from the computer sources.
·
Adjustments
may be necessary to the classroom/lab set up for students with physical
disabilities during the food lab.
Resources
Internet
Health
Canada Canada’s Food Guide
– http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid/ foodguide.html
IGA –
http://www.iga.net/EN/
Grocery
Gateway.Com – http://www.grocerygateway.com
Peachtree
Network (online grocery shopping) – http://www.peachtree.ca
Print
North
York Public Health. The Basic Shelf Cookbook. 1996. Distributed by
Canadian Public Health Association, Health Resource Centre, 400-1565 Carling
Avenue, Ottawa, ON K1Z 8R1, (613) 725-3769. –
http://www.cpha.ca/english/hrc/hrc.htm
Hall,
Dede. The Starving Students’ Cookbook. Warner Books, 1994. ISBN 0446395307
Frandsen,
Kathryn, Kent Frandsen, and Betty Rae Fransden. Where’s Mom Now That I Need
Her: Surviving Away From Home. Aspen West Publisher and Distributor, 1991.
ISBN 0961539011
Selkowitz,
Ann. The College Student’s Guide to Eating Well on Campus. Tulip Hill
Press, 2000.
ISBN 0 970013906
Mills,
Kevin and Nancy Mills. Help! My Apartment Has A Kitchen Cookbook: 100+ great
Recipes With Foolproof Instructions. Houghton Miffin Co., 1996. ISBN
1881527638
Nimetz,
Alexandra, Jason Stanley and Emeline Starr. The Healthy College Cookbook.
Storey Books, 1999. ISBN 1580171265
Harrington,
Geri. The College Cookbook: An Alternative to the Meal Plan. Storey
Books, 1988.
ISBN 0 882664972
Activity
4: Types of Work
Time: 300 minutes
Description
Students
begin this activity by identifying traditional male and female careers. In
small groups, students research the average annual salary for these careers.
The class completes a discussion about why there is often a wage discrepancy
between traditional male and female jobs. In small groups, students participate
in a jigsaw activity allowing them to investigate the future job market.
Students then identify examples of various traditional and non-traditional
forms of work. Using classroom resources, they investigate the costs associated
with both traditional and non-traditional forms of work. Using specific case
studies, they describe the advantages and disadvantages of various work
alternatives. Through class discussions, students examine the costs and the
impact of non-traditional forms of work on specific family situations.
Strand(s) & Learning
Expectations
Strand(s): Preparing for the Challenges of the Future
Overall
Expectations
CFV.02 -
demonstrate an understanding of how traditional forms of employment compare
with various alternative forms.
Specific
Expectations
CF2.01 -
identify the costs associated with being gainfully employed;
CF2.02 -
describe various alternatives to traditional forms of work;
CF2.04 -
analyse the implications for individuals and families of non-traditional forms
of work.
Prior Knowledge &
Skills
·
effective
small group skills
·
experience
with oral presentations
·
familiarity
with brainstorming techniques
·
knowledge
gained in Career Studies Grade 10 about how economic and societal trends
(globalization, developments in information technology, emerging work style
alternatives, changing demographics) influence the way in which work is done,
the patterns of adult work life, and the growth and decline of various
occupations and fields of work
Planning Notes
Teachers:
·
gather
materials that allow students to research salaries of jobs (i.e., Prospects:
Ontario Guide to Career Planning, Job Futures 2000 website, Choices Career
Education Software) (Strategy 1);
·
book
computer lab (Strategy 1);
·
prepare
a mind map for students to record their information on the future job market
(Appendix 1) (Strategy 2);
·
create
a cost/benefit chart for student use (Strategy 4);
·
create
case studies that are relevant to the particular demographic area of the school
(Strategy 5);
·
create
checklist for case study (Strategy 5);
·
gather
resource materials for students to consult regarding the specific jobs in their
case studies
(Strategy 5).
Teaching/Learning
Strategies
1. As a class, students brainstorm a list of
traditional male and female careers. Students working in small groups research
the annual salary for five male and five female careers. This may be done in
class with print resources or in a computer lab. In their groups students will
discuss:
· how do male and female careers differ?
· compare the incomes of male and female careers.
· why do differences exist?
This information is posted on chart paper. Groups present their findings
to the class, followed by a brief class discussion. Students summarize the
classes findings into their notebooks.
2. Introduce students to the fact that the job
market of the future looks very different from what exists now. Many of the
jobs in existence now will not exist in the near future. Major social,
technical, economic and political trends will lead to the restructuring of
Canada’s economy. Examine these issues in greater detail by completing a jigsaw
activity about the future job market. Topics for the jigsaw activity include:
“Best Bet Jobs,” “Disappearing/DODO Jobs,” “Career Skills for the 21st Century”
and “Future Trends.” Students complete a mind map to organize the information
obtained through the jigsaw activity. This activity is based upon the book, Canada’s
Best Career Guide 2000 by Frank Feather (Appendix 1).
3. The teacher reviews journal writing with the
class. The class examines an appropriate rubric (Appendix 2). Students prepare
a journal entry that allows them to examine their own personal situation.
Students may choose to write about all or any of the following:
· What is your future career plan?
· Why is it important that you plan your future career?
· Why do you need to be aware of future trends?
· Which of the trends identified in class will have an impact on your career plan? Describe what the impact might be.
· Have you taken these factors into consideration?
· What skills do you have now that will help you to be successful in your chosen career? How can you develop/improve the skills you will need?
4. The
class creates a chart of traditional and non-traditional jobs on the
blackboard. For each of the jobs the class brainstorms all the costs and the
benefits for each job. For example:
|
Career/Job |
Benefits |
Costs |
|
Day Care Worker |
- Rewarding to work with children |
- Increase risk of illness |
|
Home Day Care Provider |
- Income tax benefits due to home business |
- No other “adult” company |
5. Each group is given a case study describing a
particular individual and family situation. There will be two job possibilities
from which the individual must choose. As a group, students are to reach consensus
as to the best type of job for the particular individual. They prepare a costs
and benefits chart for each of the job choices identified in the case study.
Example
Stephanie is a single mother. She
has three children, ages 2, 5 and 8. Presently she works in an office as a
secretary. She works from 9 to 5 pm, Monday to Friday. When at work her two
youngest children are cared for by a neighbour. The neighbour is no longer able
to care for the children. Stephanie has decided to explore her options. She
called a day care centre close to her office but it would cost approximately
$250 a week for the two children to be cared for. She would need to make other
arrangements for her oldest child for before- and after-school care. During
this time a friend tells her about a job that is available at a candy factory.
The pay is significantly better but the job would require shift work including
weekends.
6. Each group presents their case study and
decision to the class. After all groups have presented, the teacher leads a
class discussion about the choices that were made and why these decisions were
made.
7. Students should write a one-page report
describing what they learned about making employment decisions while
considering family relationships, and the costs and benefits of traditional
work vs. non-traditional work.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Reflective
Journal (Strategy 3) |
Rubric
(Appendix 2) |
Summative |
Knowledge/Understanding |
|
Case
Study (Strategy 5) |
Checklist
|
Summative |
Knowledge/Understanding |
|
Report
(Strategy 7) |
Rubric |
Summative |
Knowledge/Understanding |
Accommodations
·
Students
could complete the case studies on an individual basis and instead of
presenting the information orally to the class, provide a written summary.
·
Use
cooperative learning, peer-tutoring and buddy situations to assist with task
completion and social skill development.
·
Provide
opportunities for students to word-process rather than write journals.
Resources
Print
Cornell,
Camilla. “Can You Afford to Stay Home?” Today’s Parent. March 2001.
Feather,
F. Canada’s Best Careers Guide 2000. Warwick Publishing, 1999. ISBN
1-894020-42-1
Bridges,
William. Creating You and Co. Learn to Think Like the CEO of Your Own Career.
Harper Collins Canada, 1998. ISBN 0201419874
Bridges,
William. Jobshift: How To Prosper In a Workplace Without Jobs. Addison
Wesley Longman, 1995. ISBN 0201489333
“Get
To Work.” Canadian Living. October 1996.
Various
magazines could be used to locate biographies of people working in
non-traditional hobs (Chatelaine, Canadian Living, entrepreneur
and small business magazines)
Internet
Aboringinal Business – http://abc.gc.ca/
Women in Trades and Technology – http://www.wittnn.com/english/Index.htm
Ontario Women’s Directorate – http://www.gov.on.ca/mczcr/owd/index.html
Job Futures 2000 – http://www11.hrdc-drhc.gc.ca/jobfutures/
Ontario Wage Survey – http://www.on.hrdc-drhc.gc.ca/english/lmi/eaid/OWS99/
Skills
Canada – http://www.skillswork.com
Appendices
Appendix
1 – Mind Mapping
Appendix
2 – Rubric for Reflective Journals
Activity
5: Employment – Related Trends and
Resources
Time: 120 minutes
Description
Students
become familiar with various employment-related trends that can affect family
life. They investigate how a specific employment-related event will impact a
family’s financial situation and how the relationships with other family members
are affected. Classroom materials are used to investigate community resources
that are available to help families recover from financial distress.
Strand(s) & Learning
Expectations
Strand(s): Social Structures
Overall
Expectations
SSV.02 -
explain the effects of economic and business trends on the family;
SSV.03 -
identify the options and services available to individuals and families for
managing resources.
Specific
Expectations
SS2.02 -
describe the impact that employment-related trends and events have on family
finances and family relationships;
SS3.01 -
investigate community resources that are available to assist individuals and
families.
Prior Knowledge &
Skills
·
budgeting
and money management terminology from Unit 4, Young Adults: Financial Decision
Making
·
familiarity
with using the phone book or other community resource listing (print or
Internet) to find local resource information
·
familiarity
working in their “family” groupings
Planning Notes
Teachers:
·
create
cards listing various employment events (layoffs, promotions, downsizing, plant
closures, etc.) that list how the family finances will change over the future
months (Strategy 1);
·
gather
chart paper and markers to be available for student use (Strategy 2);
·
locate
information on local community resources (Strategy 3);
·
create
marking scheme for webbing activity (Strategy 4).
Teaching/Learning
Strategies
1. In “family” groups, students randomly choose
an employment event card.
Examples
· The local plant closes, male parent loses his job permanently in one month
· The female parent’s company is in economic distress. She will be subject to layoff for the next 5 months
· Male head of household must go back to school for 6 months to upgrade his qualifications in order to keep his job. The company will pay for the schooling, but will not pay his regular wages
· Female head of the household gets a promotion. It will mean double her salary, but she will have to travel away from home four nights per week.
2. Each group completes a webbing diagram. In
the centre of the page, the group writes the family name, and the employment
event. The group writes headings sprouting off of the centre name, and they
document any changes they expect to occur under each of the headings:
· Fixed Expenses
· Variable Expenses
· Spousal Relationship
· Parent-Child Relationship
· Other
3. Each group must locate three places the
family can turn to for help in their current financial situation. They may use
the phone book, pamphlets, community listing sources or the Internet (e.g.,
Credit Counselling).
4. Each group presents their webbing diagram and
resources to the class.
5. Teacher leads a large class discussion on the
“reality” of the assignment. Students complete a reflective journal entry
describing what they learned about the impact that employment related events
could have on families. Questions such as the following may be addressed:
· Was it fair?
· How did you feel about the event your family drew?
· Does this assignment accurately depict reality?
· What can families do to prepare themselves for these types of events?
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Webbing Diagram (Strategy 2) |
Criteria-referenced Marking Scheme |
Summative |
Knowledge/Understanding |
|
Reflective
Journal Entry (Strategy 5) |
Rubric
(Appendix 2) |
Summative |
Knowledge/Understanding |
Accommodations
·
Provide
opportunities for students to word-process rather than write journals.
·
Monitor
progress often. Frequent feedback helps keep students on track and lets them
know what is expected of them.
Resources
Will vary
by community - teachers will need to locate sources of information in their
school community such as credit counselling, post-secondary education
facilities, banks/credit unions, student loan providers, family counselling.
Appendices
Appendix
2 – Rubric for Reflective Journals
Activity
6: Family Finances: Success and
Stability
Time: 180 minutes
Description
In this culminating activity,
students create an information pamphlet. The pamphlet will detail the
following: their knowledge of the factors that affect family finances, how
families can adequately plan for their needs and wants, and a listing of community
resources available to help families cope with financial distress throughout
the lifecycle.
Strand(s) & Learning
Expectations
Strand(s): Preparing for the Challenges of the Future, Social
Structures, Research and Inquiry Skills
Overall
Expectations
CFV.02 -
demonstrate an understanding of how traditional forms of employment compare
with various alternative forms;
SSV.01 -
identify and describe the major expenses of individuals and families throughout
the stages of life;
SSV.02 -
explain the effects of economic and business trends on the family;
SSV.03 -
identify the options and services available to individuals and families for
managing resources;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
CF2.01 -
identify the costs associated with being gainfully employed;
CF2.02 -
describe various alternatives to traditional forms of work;
CF2.04 -
analyse the implications for individuals and families of non-traditional forms
of work;
SS1.02 -
analyse how different lifestyles affect spending patterns;
SS2.02 - describe the impact that
employment-related trends and events have on family finances and family
relationships;
SS3.01 - investigate community resources that
are available to assist individuals and families;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Prior Knowledge &
Skills
·
as
acquired throughout this unit
·
familiarity
with computer publishing software
Planning Notes
Teachers:
·
students
need coloured paper, markers, scissors, glue (Strategy 1);
·
access
to phone book, community resource listings, pamphlets, Internet (Strategy 1);
·
book
computer lab if available (Strategy 1).
Teaching/Learning
Strategies
1. Students create a pamphlet that could be
given to families, describing the information learned throughout this unit. The
pamphlet must have information on the financial strains a family might
experience, and how they can overcome these strains. Students identify
alternative forms of work that could be helpful to families. Specific community
resources should be listed.
2. Teacher reviews rubric for the pamphlet with
the class prior to students beginning to work on the pamphlet. (Appendix 3) The
majority of the work for this pamphlet, will be completed by students for
homework.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Category of Achievement Chart |
|
Pamphlet
(Strategy 1) |
Rubric
(Appendix 3) |
Summative |
Knowledge/Understanding |
Accommodations
·
This
assignment could be completed on the computer. All information could be keyed
and all pictures could be imported. Students could create a multimedia
presentation on the computer instead of the pamphlet.
·
Provide
models of completed tasks so the student can visualize a completed project.
·
Break
down large tasks into small tasks and provide reinforcement as each part is
completed.
Appendices
Appendix
1 – Job Futures Mind Mapping
Appendix
3 – Rubric for pamphlet
Appendix 1
Jigsaw Activity about the
Future Job Market
Appendix 2
Reflective Journal
Response Rubric (to be
adapted for use with Activity 4, Strategy 3)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
-
demonstrates limited reference to in-class learning |
-
demonstrates moderate reference to in-class learning |
-
demonstrates considerable reference to in-class learning |
-
demonstrates thorough reference to in-class learning |
|
Knowledge/
Understanding Comprehension |
-
demonstrates limited comprehension on the topic discussed |
-
demonstrates some comprehension on the topic discussed |
-
demonstrates considerable comprehension of the topic by relating some issues
to general knowledge and experience |
-
demonstrates thorough comprehension of the topic by relating many issues to
general knowledge and experience |
|
Thinking/ |
-
demonstrates limited skill in decision making |
-
demonstrates some skill in decision making |
-
demonstrates decision-making skills with considerable effectiveness |
-
demonstrates creative and insightful skills in decision making |
|
Communication |
-
communicates information and ideas with limited clarity |
-
communicates information and ideas with some clarity |
-
communicates information and ideas with considerable clarity |
-
communicates information and ideas with a high degree of clarity |
|
Communication |
- uses
language with limited accuracy and effectiveness |
- uses
language with some accuracy and effectiveness |
- uses
language with considerable accuracy and effectiveness |
- uses
language with a high degree of accuracy and effectiveness |
|
Application |
-
provides few links between personal experience and the topic |
-
provides some links between personal experience and the topic |
-
provides considerable links between personal experience and the topic |
-
provides extensive links between personal experience and the topic |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Appendix 3
Rubric for Pamphlet (to be used with Activity 6,
Strategies 1 and 2)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding -
demonstrates understanding of ways to improve family financial distress |
-
demonstrates limited knowledge by giving few examples -
demonstrates limited understanding of ways to improve family financial
distress |
-
demonstrates some knowledge by giving some examples -
demonstrates some understanding of ways to improve family financial distress |
-
demonstrates considerable knowledge by giving numerous examples and attempts
to show how they interrelate -
demonstrates considerable understanding of ways to improve family financial
distress |
-
demonstrates thorough knowledge by giving extensive examples that clarify the
interrelation-ships between the factors -
demonstrates thorough and insightful understanding of ways to improve family
financial distress |
|
Thinking/Inquiry -
synthesizes information in the pictures and the pamphlet relevant to family
finances |
- makes
connections with limited effectiveness -
synthesizes information with limited effectiveness |
- makes
connections with some effectiveness -
synthesizes information with some effectiveness |
- makes
connections with considerable effectiveness -
synthesizes information with considerable effectiveness |
- makes
connections with a high degree of effectiveness -
synthesizes information with a high degree of effectiveness |
Appendix 3 (Continued)
Rubric for Pamphlet
|
Application |
- recommends limited resources |
- recommends some resources |
- recommends numerous resources and provides
insight into the types of situations
where families will find them most helpful |
- recommends extensive resources and provides
detailed insight into types of situations where families will find them most
helpful |
|
Communication - explains why community resources should be
used and how they can help alleviate family financial distress |
- communicates information and ideas with
limited clarity - explains with limited effectiveness |
- communicates information and ideas with
some clarity - explains with some effectiveness |
- communicates information and ideas with
considerable clarity - explains with considerable effectiveness |
- communicates information and ideas with a
high degree of clarity - explains with a high degree of
effectiveness |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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