Educational Activities for students ages 10 and 11
Discussing issues
related to credit
level: elementary school
age group: Students ages 10 and 11
activity Summary
After studying various payment methods, students take part
in an interactive story that introduces them to guidelines and the
consequences of using credit. They then produce their own guide
for people who use credit.
Financial skills
• Understanding credit
• Using an account at a financial institution
age group
Students ages 10 and 11
when
April and May
time required
5 hours 45 minutes
area of learning
Environment and
consumption
competencies
Disciplinary competencies taught
Disciplines
Competencies
Progression des apprentissages
English
•
•
• Use all the reading- and writing-related concepts
discussed in class
Mathematics
• Using mathematical
concepts to reason
Writing a variety of texts
Reading a variety of texts
• Associate a percentage with a decimal number
• Convert decimal numbers into percentages, and vice
versa
• Use a calculator
Non-disciplinary competencies
• Cooperation
Educational Activities for students ages 10 and 11 - p a ge 1
Preparation
Students are introduced to various payment methods and become aware of credit-related issues.
Task 1
become familiar with payment methods
time required
60 minutes
teaching material
Payment methods
Pros and Cons of Payment
Methods
On desjardins.com
task 1 objective
At the end of this task, students will be able to identify the pros and cons of various payment methods.
Instructions
1.
Ask the students to name payment methods that they know, and talk about the benefits and disadvantages of each.
2. Hand out the worksheet Pros and Cons of Payment Methods.
3. Watch the short video and ask the students to complete the worksheet afterward.
4. Go around the room and correct the worksheet with the class.
Task 2
study what’s involved when paying
by credit card
time required
2 hours
teacher’s notes
teaching material
Credit Cards
On desjardins.com
• When we borrow money to pay for
purchases, we are charged interest
rates that can vary depending on the
type of credit used. To elaborate, you
can explain to the students that along
with credit cards, borrowers can obtain
several kinds of loans, including car
loans, mortgages and personal loans.
Each type of loan has its own fees,
but unlike credit cards, monthly loan
repayments are set in advance and
remain the same until the loan is fully
repaid.
task 2 objective
At the end of this task, students will understand credit card payments
and related issues in greater detail.
Educational Activities for students ages 10 and 11 - p a ge 2
Task 2
study what’s involved when paying by credit card (suite)
Instructions
1.
Ask students how much they know about using credit cards.
2. Write their statements on the board.
3. Display the Credit Cards worksheet on the board and read it with the class.
4. Summarize the worksheet with the students, asking them to express what they learned about using credit.
execution
To learn how credit works, students read an interactive
story in which they play the leading roles.
Task 1
Read an interactive story about credit
teacher’s notes
• It’s fine for students to use calculators
in conjunction with this activity.
time required
60 minutes
teaching material
Sylvia’s Experience
Lessons Learned
On desjardins.com
task 1 objective
At the end of this task, students will understand credit-related issues thanks to an interactive story in which they must
make calculations involving money.
Instructions
1.
Form teams of 2 students, then give each team a copy of the worksheet Lessons Learned and a pencil.
2. Each team watches Sylvia’s Experience.
3. Each team reads the story’s simulated scenario and makes a choice when prompted to do so.
4. As they read, students must write on the worksheet the amounts of Sylvia’s purchases and other information,
as requested.
5. When they have finished reading, the students write what they took away from Sylvia’s experience.
6. Go around the room and ask the students to describe what they took away from this experience.
Educational Activities for students ages 10 and 11 - p a ge 3
evaluation
Students produce a guide for credit users.
Task 1
Reflect on the use of credit
time required
3 hours
teacher’s notes
teaching material
Sociogram Test for Primary
Students (Ages 8–11)
On desjardins.com
task 1 objective
• Each team uses a blank sheet of paper
folded in half.
• To avoid redundancy in student texts,
suggest several themes such as
guidelines to follow, conditions for
using credit, interest rates, warnings,
debt, etc. The guides produced by the
teams can then be compiled in 1 booklet
and the class can vote to decide what
company name appears on its cover.
At the end of this task, students will be able to explain how they feel
about the use of credit and incurring debt.
Instructions
1.
Form teams of 4 students.
2. Ask each team to prepare some brief guidelines for people who use credit.
3. Ask the students to make up a name for an imaginary lending institution and write it on the first page of their guidelines.
4. On the inside right-hand page, the students should write common sense guidelines to follow when using credit.
5. Each team then presents its guide to the rest of the class.
Educational Activities for students ages 10 and 11 - p a ge 4
Name:
PAYMENT METHODS
Date:
BEST PRACTICES GUIDE
Pros and cons of various payment methods
PAYMENT METHOD
Cash
PROS
CONS
Debit card
Credit card
DEBIT
NOVEMBER 2013
CREDIT
CREDIT
CREDIT CARDS
Credit cards are serious business!
it card.
You must be at least 18 years old to get a cred
certain rules when using their
Credit card holders are required to comply with
issuer agreement.
to pay the card balance according to their card
card. For example, they agree
How do credit cards work?
interest.
monthly due date, you will not be charged any
1- If you pay the card balance in full by the
which means
ce,
balan
the
to
d
adde
be
due date, interest will
2- If the total amount due is not paid by the
more expensive.
purchases made using the card will end up being
off.
hase date until all purchases have been paid
a. Interest charges are assessed from the purc
make the
not
do
you
If
pay.
must
you
unt
minimum amo
b. A minimum payment is required. This is the
on the
score. The minimum payment varies depending
minimum payment, it may harm your credit
whichever
$10) or a percentage of the unpaid balance,
card issuer, but it is usually a set amount (e.g.,
is greater.
If you only pay the minimum payment due,
ple:
interest continues to accrue. Here’s an exam
18%.
credit card and the applicable interest rate is
Cindy has an unpaid balance of $2,000 on her
minimum
l
initia
y’s
Cind
ter.
grea
is
r
balance, whicheve
The minimum payment due is $10 or 2% of the
payment would be $40 (2% of $2,000).
•
•
of $40, it would take her 30 years and
If Cindy paid only the minimum payment due
d pay $4,931.11 in interest.
10 months to pay off her balance AND she woul
$100, it would take her
If Cindy increased her monthly payments to
pay $395.65 in interest.
2 years to pay off her balance and she would
you when you only pay the
This example shows how much it really costs
each month—even just a
minimum monthly payment. If you pay more
to pay off your entire
little more—it will take significantly less time
credit card balance.
NOVEMBER 2013
NOTE: This example was taken from:
publications/
http://www.fcac-acfc.gc.ca/fra/ressources/
sp
-fra.a
cc-3
resp
droit
paiementoptions/droitrespcc/
credit card
Sociogram test
Elementary level group (age8-11)
What is a sociogram?
A sociogram1 is a tool with which you can form work teams using students’ views of each other: the most popular
student, the one who works hardest, the one who pays the least attention, etc. It’s simple: students answer questions
anonymously, and you enter the answers on the table provided. You can then create sufficiently diverse teams using
all the different types of students. The differences between them will enhance the dynamic of team projects.
STEPS
1. Give the students copies of the following answer sheet.
2. Read the instructions to the students.
“Write the first name of 2 friends who are most like what I ask you. Just circle the first 2 names that come
to your head without thinking for a long time. You can write the same name twice. Your answers will be a
secret between you and me.”
1. Which friends are very popular and have lots of friends?
2. Which friends always have fun at school and don’t work very hard?
3. Which friends always have good ideas and come up with great projects for the class?
4. Which friends don’t play much with others or just watch them play?
5. Which friends seem to understand everything quickly and find everything easy?
6. Which friends always want to help others and make all the other kids happy?
7. Which friends don’t follow the rules of games and the school?
8. Which friends are calm and quiet and nobody seems to know well?
9. Which friends argue and get angry a lot?
10. Which friends always find fun activities?
3. Collect the answers.
Collect the students’ papers and use the table on the last page to compile the answers. To make this task
easier, write the names of all the children in the class in the left hand column, then mark off in the other
column the number of times each of these names came up. This distribution will help you see who has a
“higher social status” and who is seen as having a “lower social status.”2 When you create teams, include
students from each of the categories (higher social status and lower social status) in a balanced manner.
1. Adaptation of Classroom Group Behavior: Group Dynamics in Education, by Mary Bany and Lois Johnson, Macmillan, 1964.
2. Youngsters with lower status have academic or social difficulties or demonstrate negative leadership. Higher status is generally assigned
to children who demonstrate positive leadership and are strong academically, popular and socially adept (Peery, 1979).
Sociogram test
Name:
Date:
answer sheet
Listen to your teacher’s instructions
before starting!
Name 2 friends:
1. who are very popular and have lots of friends
6. who always want to help others and make all the
other kids happy
2. who always have fun at school and don’t work very hard
7. who don’t follow the rules of games and the school
3. who always have good ideas and come up with great
projects for the class
8. who are calm and quiet and nobody seems to know well
4. who don’t play much with others or just watch them play
9. who argue and get angry a lot
5. who seem to understand everything quickly and
find everything easy
10. who always find fun activities
Creating
heterogeneous groups
Class:
Date:
Elementary level group (age8-11)
Higher status
Name
Popular/
Sociable
Talented/
Creative
No. 1
No. 3
No. 6
No. 5
Lower status
No. 10
Non-academic/
Negative/
Belligerent
Solitary
No. 2
No. 4
No. 7
No. 9
No. 8
Names:
CREDIT
LESSONS LEARNED
Date:
LESSONS LEARNED FROM SYLVIA’
S STORY
What did you learn from Sylvia’s experience? (Sha
re at least 3 insights.)
1.
2.
3.
NOVEMBER 2013
4.