Planning suggestions:

Milestone 1: Profession Exploration and Selection

• Each student selects a profession they’re interested in.
• Students conduct in-depth research into various professions, considering not only financial aspects but also societal impacts and personal interests.
• The chosen profession should involve financial decision-making, such as wages, salaries and benefits as well as budgeting, saving, investing, and managing expenses.
• They select a profession that aligns with their interests and has complex financial decision-making involved.

Reflective Journaling

• Students maintain a reflective journal throughout the project, documenting their decisions, challenges, and insights.
• They can write about how their understanding of financial literacy evolved during the project and how real-life situations influenced their choices.

Milestone 2: Research and Identify Potential Professions

• Students research their chosen profession to understand its responsibilities, challenges, and financial aspects.
• They should try to connect and reach out to people in their chosen field (they can suggest a video call) to interview and ask them pertinent questions.
• They research typical salaries, job responsibilities, required education, and potential financial challenges professionals in that field may face.
• Students can deep-dive into research and analyze the financial landscape of their chosen profession, including potential income sources (salary, bonuses, commissions), irregular income patterns, and potential investment opportunities.
• They delve into industry-specific expenses and financial challenges unique to their chosen profession.
• They can explore online platforms like LinkedIn, professional association websites, and local business directories to find relevant contacts.

Milestone 3: Budgeting and Financial Planning

• Students create a budget for their “intern day.”
• The budget includes estimated expenses such as transportation, meals, work-related materials, and any additional costs.
• They also allocate a portion of their budget to savings and potential investments.
• Students can compose a professional and polite email expressing their interest in the profession and explaining their project. The email should briefly introduce themselves, mention their school and project, and request the opportunity for a brief informational interview or shadowing experience.

Milestone 4: Decision-Making Simulation

• Students go through a simulation of a day in their chosen profession.

• They make financial decisions based on the budget they’ve prepared. For example, they might have to decide between buying lunch or bringing their own, using public transport or driving, etc.

• Unexpected events (financial emergencies, unexpected expenses) can be introduced to challenge their budgeting skills.

• Students engage in a multi-day simulation, where they make strategic financial decisions over an extended period.

• The simulation includes unpredictable events like market downturns, unexpected expenses, and opportunities for career advancement.

• Students must adapt their financial plans based on these changing circumstances.

   

Cross-Functional Collaboration option

• Introduce an element of collaboration where students work in teams, each representing a different profession.

• Teams must collaborate on joint projects, make collective financial decisions, and negotiate shared expenses.

• This encourages students to understand the financial dynamics of various professions and enhance teamwork skills.

Milestone 5: Presentation and Discussion

• Students present their experience and financial decisions to the class.
• After the presentation, the class engages in a discussion about the various financial challenges and decisions students faced.
• This is also an opportunity for students to learn from each other’s experiences.

Milestone 6: Project Symposium

• Organize a symposium where students present their profession, financial decisions, and the outcomes of the simulation to a wider audience.
• This can involve other classes, parents, and teachers, allowing for a comprehensive sharing of knowledge and insights

Planning suggestions:

Milestone 1

• Research – students ask family members about their favorite dishes, when they eat them, the ingredients and how they are prepared.
• Share – time for students to share recipes, comment on whether similar recipes or festive dishes have appeared

Milestone 2

• Brainstorm – what is a healthy meal? What are the ingredients?

Milestone 3

• Pick a recipe – each group chooses the recipe they want to make. The students evaluate if it is a healthy recipe and then if they can make it with only 5 dollars.
• On-site or online survey – research from students how much each ingredient costs to make the recipe. They discuss the quantities and portions and whether they can cook with the budget available to them.

Milestone 4

• Cookbook – each group can write the recipe highlighting the nutritional groups, portions and how much money is needed for cooking.
• Hands on – with the help of the cafeteria staff, each group can cook their own recipe

Milestone 5

• Reflection – students reflect on the healthiest and most affordable choices so that the recipe fits into the budget

Planning suggestions:

• Previous knowledge – talk to the children to find out what they already know about farmers markets, if they’ve ever been there, if they know what kind of food is sold there, why it’s important and how they work.
• Project wall – make the children’s responses and first impressions of the farmer’s market visible.

• Tasting – Introduce various fruits and vegetables that are commonly found at farmers markets. Discuss their colors, textures, and tastes.
• Research – in small groups, children can research the fruits and vegetables that they liked the most and/or found different. It would be nice to know where they come from, how they are grown and in which recipes they can be used.

• On-site visit – Discuss the idea of visiting a farmers market together. Talk about what to expect and how to interact with the vendors.
• Take notes – encourage the children to take pictures and write down their observations of the visit. This goes for the items that are sold, how the farmers are organized, what the price of each item is.

• 1st grade farmers – decide together with the children what a group farmers’ market would look like. Small groups can sell fruit and vegetables and others can simulate a purchase.
• Craft stands, fruits and vegetables – encourage the children to create the visual identity of their stands – name, colors and what they will sell. This is also the time for them to mock up the fruit and vegetables that will be on the market. They can try making them out of paper, clay or magazine cut-outs.

• Introduce the concept of money as a way to buy things. Show coins and bills, and explain their values.
• Craft Play Money – what the coins and bills used in the market will look like. You can show them different bills and coins so that they can be inspired to create their own and use during their farmers market experience.

• Set up – Organize a mini farmers market within the classroom. Assign some students to be vendors selling fruits and vegetables, and others to be shoppers using the Play Money. Use the stand visual identity and mock ups kids prepared.
• Pricing and budget – take a moment for the children to consult the notes they took during the on-site visit and put the prices on the items that will be sold. Meanwhile, set a budget for the shoppers.
• Shopping – guide the students as they make choices, “buy” items, and practice budgeting their Play Money for their purchases.

• Discussion – gather the class to discuss their farmers market experience. Ask questions about their favorite foods and the choices they made.