Financial Planning and Management

Transcription

1 Financial Planning and Management Course Title: Money Matters Lesson Title: Introduction to Financial Planning and Management Specific Objective: The student will understand why financial planning and management is important. Performance Objectives: The student will: Describe how financial planning and management will contribute to future success Describe financial capability List examples of how events affect personal financial success. Time: Instruction time: 60 minutes, which may vary depending on teaching style. Activities will also affect time needed to complete lesson depending on the number and nature of activities chosen. Preparation TEKS: (c): (1) The student uses career planning concepts, tools, and strategies to explore, obtain, and develop a career in the area of financial planning. The student is expected to: (A) Discuss the nature and benefits of financial planning; (B) Discuss the role of ethics and personal responsibility in financial planning; and (10) The student analyzes personal financial needs and goals based on current and projected economic factors. The student is expected to: (A) Explain the nature of financial needs, including college, retirement, wills, and insurance. Occupational Correlation (O*Net Personal Financial Advisors Similar titles: Financial Advisor, Portfolio Manager, Financial Planner, Account Executive, Registered Representative, Investment Advisor, Financial Consultant, Financial Counselor, Analyst, Certified Financial Planner (CFP) Tasks: Sell financial products such as stocks, bonds, mutual funds, and insurance if licensed to do so. Build and maintain client bases, keeping current client plans up-to-date and recruiting new clients on an ongoing basis. Analyze financial information obtained from clients to determine strategies for meeting clients' financial objectives. Answer clients' questions about the purposes and details of financial plans and strategies. Review clients' accounts and plans regularly to determine whether life changes, economic changes, or financial performance indicate a need for plan reassessment. Interview clients to determine their current income, expenses, insurance - 1 -

2 coverage, tax status, financial objectives, risk tolerance, or other information needed to develop a financial plan. Recommend strategies clients can use to achieve their financial goals and objectives, including specific recommendations in such areas as cash management, insurance coverage, and investment planning. Implement financial planning recommendations or refer clients to someone who can assist them with plan implementation. Research and investigate available investment opportunities to determine whether they fit into financial plans. Explain and document for clients the types of services that are to be provided, and the responsibilities to be taken by the personal financial advisor. Materials Needed: Mock Money $200 per student There are many internet sites that provide free downloadable and printable money templates. Financial Capability Model Descriptors One set per group, and cut up so that each group of three students has a complete set of descriptors. Extended Activity About the Future One per student Quiz Financial Planning & Management One per student Personal Finance Calculators Use your favorite online calculator. Descartes emoment Equipment Needed: Whiteboard/Chalkboard Computer with internet and presentation software and equipment Learner Preparation: Welcome students to class by giving them each $200 of mock money Set up the scenario for the students that each of them received $200 for their birthday. Ask them to decide individually how they plan to use the money, and write it down on a piece of paper. They can plan to spend it all on one item or multiple items. They can plan to save it, invest it or pay debts with it. It is totally their decision. Once the students have written down their plans for their $200, discuss their decisions with the rest of the class. Explain that we do not all think alike, and that their decisions, and the way they arrive at them, are different. Lead them by mentioning that the lesson will present them with beginning knowledge about managing their personal finances, so it is relevant and will help them to think critically and futuristic throughout the lesson

3 Introduction: Important Terms for this Lesson: o Economy o Financial capability o Financial planning o Financial responsibility Utilize Presentation as a guide through this lesson. Discuss with the students that in this lesson and in future lessons the term financial capability will be used and it has four components: managing money, planning ahead, choosing products, and staying informed. After opening the Presentation slide, and advancing to the slide on Financial Capability, pause for group activity. Have students work in groups of three in an attempt to assemble the Financial Capability model. Cut up the descriptors only from a printed copy of the model so that each group has a set. Have students copy what is displayed on the slide and place the descriptors under the headings where they think they belong. After students have made their choices, display the complete model contained in the Presentation to go through the correct answers to see how they did. Have students copy the model in their notes as it is being discussed. Assessment: 1. Quiz 2. Descartes Moment a. Pose three questions. As you begin the unit or lesson, pose the following three questions to your students: What do you know about this topic? What do you think you understand? What don t you understand? (You may want to introduce students to the questions one at a time to focus their thinking.) b. Students write letters to themselves. Students compose a letter to themselves (Descartes was a writer as well as a philosopher) explaining what they know, and what they don t understand about the topic. Allow about one to three minutes for thinking and writing on each question. You may want to have students share aloud after the first two questions to stimulate other students thinking. c. Collect the letters. The information is valuable for your lesson planning and assessment

4 Additional Resources: Websites: "Early Retirement Investing." How To Avoid Those Nasty Retirement Shocks. N.p., n.d. Web. 6 Jan <earlyretirementinvesting.net/how-to-avoidthose-nasty-retirement-shocks >. "Introduction to Financial Planning."ThinkQuest : Library. N.p., n.d. Web. 13 Dec < Adapted from "FFA Learn." Financial Planning and Management. N.p., n.d. Web. 17 Jan < Adapted from "FFA LK e-moments.vp - Tarleton State University." emoment Descartes Moment. N.p., n.d. Web. 17 Jan < Adapted from " NEFE High School Financial Planning Program. N.p., n.d. Web. 17 Jan Adapted from "Jump$tart Coalition Survey of Personal Financial Literacy Among Students." N.p., n.d. Web. 17 Jan <The Jump$tart Coalition for Personal Financial Literacy. (2010) JUMP$TART HIGH SCHOOL SENIOR QUESTIONNAIRE>

5 Financial Capability Model Descriptors One set for each group of 3 Cut up so that each group of three students has a complete set of descriptors. Be making ends meet Have some provisions to cover loss of income Shop around to get the best value financial products Keep abreast of things likely to impact their finances Keep track of their finances Plan for predictable future expenses Be able to meet a major expense without borrowing Have made provisions for anticipated major expenses Be making adequate provisions for their retirement Take steps to ensure they get the products that were most suitable for them Make sure they know what is in the small print Know key features of the products they hold Be able and willing to deal with problems or complaints should they arise - 5 -

6 Name: Date: Period: What will the future look like? By the time I am 18, I will be To get there I need to: The money I need would be: By the time I am 25, I will be To get there I need to: The money I need would be: By the time I am 45, I will be To get there I need to: The money I need would be: By the time I am 60, I will be To get there I need to: The money I need would be: By the time I am 75, I will be To get there I need to: The money I need would be: - 6 -

7 Name: Date: Period: Quiz - Financial Planning & Management Part 1: Multiple Choice Identify the correct response to each of the following statements. Write the letter corresponding to the correct answer in the space provided to the left of each item. 1. How does the economy affect your personal financial success? a. The government can change how much you need in terms of retirement b. The government can change how much taxes they will levy c. Interest rates can rise which affects payments d. All of the above 2. What are the components of being financially capable? a. Making money, planning ahead, buying products, saving extra money b. Managing money, planning ahead, choosing products, staying informed c. Managing money, considering the economy, choosing products, watching the stock market d. Saving money, preparing for the future, bargain shopping, staying informed 3. Being financially competent will a. Make you more aware that financial decisions and actions are closely linked with social and ethical dimensions. b. Allow you to make more money c. Teach you how to change the economy d. None of the above Part 2. Matching Read each statement carefully. Select the term that best matches the statement by writing the letter of the matching term in the blank. The following are components of being financially competent 4. Nature of money and insight into its functions and uses 5. Apply knowledge and understanding of financial matters across contexts 6. Understand how decisions can impact individuals, family, and community a. Financial Responsibility b. Financial Skills and Competences c. Financial Knowledge - 7 -

8 Name: Quiz Financial Planning and Management (p. 2) Part 3. Short Answer Respond to the following questions using information learned in class. List two components of the Financial Capability model and for each component give two examples on how you will meet that component. 7. Component 1: Example 1: Example 2: 8. Component 2: Example 1: Example 2: Give two examples of why it is important to consider the economic situation when you are considering any financial action. 9. Example 1: 10.Example 2: - 8 -

9 Quiz on Financial Planning and Management KEY 1. D 2. B 3. A 4. C 5. B 6. A 7-8. Components can include Managing money, planning ahead, choosing products, or staying informed. Examples will vary Answers will vary

10 Outline Outline (LSI Quadrant II): Instructors can use the presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor A. Discuss with students that being financially competent includes three different aspects. B. Have students make note of the three aspects from the slide as you discuss each Use Presentation as aid. Explain that financial knowledge and understanding is the first aspect. It consists of understanding the nature of money and insight into its functions and uses. Explain that financial skills and competencies are the next step in learning about personal finance. This is applying knowledge and understanding of financial matters across a range of contexts: personal situations as well as situations beyond our immediate control. Financial responsibility is the final step in learning about personal finance. It means to understand how financial decisions can impact the person making a financial decision, their family and community. Summarize that we all need financial knowledge, skill, and a sense of responsibility for future success

11 C. Discuss with the students that in this lesson an in future lessons the term financial capability will be used and it has four components: 1. managing money, 2. planning ahead, 3. choosing products, and 4. staying informed. Use Presentation as aid. After opening the slide, pause for group activity Have students work in groups of three in an attempt to assemble the Financial Capability model. Cut up the descriptors only from a printed copy of the model so that each group has a set. Have students copy what is displayed on the slide and place the descriptors under the headings where they think they belong. After students have made their choices, display the complete model (next 2 slides) to go through the correct answers to see how they did. Have students copy the model in their notes as it is being discussed. D. Think about historic examples of events where people have changed their spending. Discuss the events listed on the slide. E. Crisis events occur and everyone should try to prepare as much as possible for these. Other things can also affect your personal finances. F. Discuss with students that there are always events that take place that are beyond our control when it comes to financial success. Use Presentation as aid. Discuss students knowledge of events: Great Depression Pearl Harbor 9/11 Housing fall Unemployment trends Stock market changes Taxes Retirement funding Interest rates Inflation Use Presentation as aid. Ask students to come up with events and times where people have changed their spending

12 Government can change the amount of taxes they take Government can change how much you need in terms of retirement Inflation affects your finances because it raises the price of goods. Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): Discuss with students that there are always events that take place that are beyond our control when it comes to financial success. Ask students to come up with events and times where people have changed their spending. Write student examples on the display you are using whiteboard, smartboard, chalkboard Add to students list the following, which is also a review of concepts covered in the lesson. 1. Government can change the amount of taxes they take 2. Government can change how much you need in terms of retirement 3. Inflation affects your finances because it raises the price of goods;

13 Summary Review (LSI Quadrants I and IV): Question: How will financial planning and management contribute to future success? Question: What are the three aspects of being financially competent? Question: What are the components of the financially capability model? Question: What are some historic examples of events where people have changed their spending? Question: What were some of the events and times where people changed their spending? Question: What is the definition of economy as it is used in this lesson? Question: What is definition of Financial capability as it is used in this lesson? Question: What is the definition of Financial Planning as it is used in this lesson? Question: What is the definition of Financial responsibility as it is used in this lesson? Informal Assessment (LSI Quadrant III): Evaluation Instructor should observe the work ethic of individuals involved in class discussions and the Extension/Enrichment activity What Will the Future Look Like? Formal Assessment (LSI Quadrant III, IV): Students will be evaluated on the Quiz based on their answers to same according to the KEY. (Quiz p. 7-8, KEY p. 9 of this Lesson plan resource) Extension/Enrichment (LSI Quadrant IV): Extension What will the future look like? (p. 6 of this Lesson plan resource)