Instructor Dashboard – Follow For Now

Module 1

Introduction to the Teacher Modules and Resources

A Teacher

A teacher has made the choice to dedicate their life to shaping young minds and helping build the future of this country. A good one can change everything for a young life. Follow For Now is here to team up with you and help introduce your students to a wide variety of life skills topics. To get them interested in ways to step up and improve the quality of their own lives.

The website is designed as a fully integrated program—divided into ten modules–with an introductory video, text information separated into small bites, 8-10 short quizzes (checks for understanding, really), and a final exam in each of nine learning modules. (The tenth module, the Introduction, is a little different.) There are links and additional resources suggested, for each topic.

For you teachers every module, except for the Introduction, has a lesson plan with objectives, learning activities, and extension exercises. There are even activities for days when you are unable to use the internet or computers. You can access these lesson plan materials by clicking on the links below or visiting the teacher modules in the navigation bar of the teacher dashboard.

No one knows your classes and students like you do. Naturally, there will be a number of factors unique to your situation and class. Feel free to make adjustments and use the materials in whatever way is useful to you.

Lastly, you can arrange access to your student’s progress by utilizing the referral code that has been generated just underneath this introduction. When students set up their accounts and use this referral code the website creates a spreadsheet of your student scores that you can examine at any time by clicking on scorecard link in the navigation bar.

Module 2

Personal Finance Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to articulate the importance of financial security in a successful adult life.

Students will be able to distinguish between a credit and debit card, and explain where to go to acquire either card.

Students will be able to discuss the three uses of money and describe examples of each.

Students will be able to differentiate between the federal government’s budget deficit and the federal debt.

Students will be able to elaborate on the concept of compound interest and its value.

Students will be able to describe how goods are used to calculate the value of an economy and how economic growth is measured.

Students will be able to point out how saving money is the first step toward financial success, and a necessity in retirement.

Students will be able to design a monthly budget given a list of income amounts, and essential and nonessential expenses.

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. Use Google. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

The entire module should take more than one day, but less than a week, depending on a number of factors unique to your situation and class. Once you go through all of the material, you’ll have a better idea of the pacing and a specific timeline.

General Aims/Objectives

1) Students will be introduced to the world of personal finance
2) Students will confront the power of compound interest
3) Students will consider the central roles of saving and budgeting in personal finance
4) In several sections, students will use critical thinking to ponder advanced personal finance concepts such as net worth, retirement, economics, and the role of money
5) Students will understand the future importance of credit, banking, and credit cards in their lives

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school juniors and seniors nearing graduation who will soon be confronting many of these topics, or any adult who is ready to learn.

Learning Activities

Example: What does personal finance mean to you?

1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own, if you like. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final exam in each module will be taken once and graded (though students don’t have to get every answer correct on this test).
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials:

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind

Evaluation

Observe and monitor student participation, effort, and understanding.
Each section of the module has a mini-quiz where students can make multiple attempts until they correctly answer every question.
There is a final exam covering the key points in each section of the module. It will be graded by the software.
Utilize the referral code to arrange access to each of your student’s online progress.

Extension Activities

*While the design of the lessons lets an individual go through them on their own, at their own pace, it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

There is a lot of room for classroom discussion here. It should be easy to get students to share on topics like saving money, the role of money and credit, the power of compound interest, cash vs. credit, getting into the saving habit, etc.
For example, ask how they could get started on their financial future right now. (They could develop savings habits, work a part-time job and save some of the money, discuss saving with their parents, learn about how to invest saved money when they are adults, etc.)

Give students a list of income amounts and sources, essential expenses, and nonessential expenses for one month. Have them design a budget (using the one in this module as a template) and determine how much money is left over to be saved. There are now all kinds of questions and alterations you can make to raise new questions. Which nonessential expense should you drop/keep? What happens if you make more/less income? There is a lot of material for discussion here, as well.

Find an online compound interest calculator that you like and design a worksheet or series of questions for students to answer using that particular calculator. For example, use the Moneychimp compound interest calculator to find the future value starting with a principal of $5,000, adding $5,000 a year, with 20 years to grow, at an interest rate of 8% compounded once per year. What happens if you increase the interest rate to 10% a year?

Design a net worth exercise or worksheet. Give students a list of things they own (assets) and amounts they owe (liabilities) to determine this person’s net worth. There are all kinds of directions you can go from here. Add new amounts. Create a negative net worth situation and ask what that means. What thing(s) would need to happen to make this individual’s net worth equal zero? What would that mean? Discuss what net worth means and why it’s worth knowing. Tie net worth to retirement.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

*A topic relevant to this module would be “What is the role of money in your life right now? How is it essential?”

If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

The budget and net worth exercises from above can be used to design worksheets that students can do individually or in small groups.

Have students write a paper explaining everything they know about personal finance to someone who knows nothing about these topics. They could also follow the paragraphs of explanation with a quiz of six questions. When the writing is completed students can group up and share and quiz each other, or do the same for the whole class.

Module 3

Investing Module Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to explain the role of money in investing.

Students will be able to illustrate how investing can contribute to their level of financial security.

Students will be able to illustrate the role of practice in becoming a successful investor.

Students will be able to comment on the difference between Wall Street and Main Street in the world of finance.

Students will be able to employ diversification to minimize investment risk.

Students will be able to explain what a broker and the part they play when investing in stocks.

Students will be able to spell out two distinct ways in which money can be made by directly investing in the stock market.

Students will be able to reflect on the Great Recession of 2008 and the near collapse of the world economy

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. Google can assist. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will be introduced to the world of investing alternatives for saved money
2) Students will consider the possibility of stock market investing
3) In a number of sections students will use critical thinking to ponder advanced investment concepts such as risk, diversification, and volatility
4) Students will gain a basic understanding of the financial crisis of 2008

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Learning Activities

Example: What do you know about the stock market?

1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final test in each module will be graded (though students don’t have to get every answer correct on this test).
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind

Evaluation

1. Observe and monitor student participation, effort, and understanding.
2. Each section of the module has a mini-quiz where students can make multiple attempts until they correctly answer every question.
3. There is a final exam covering the key points in each section of the module. It will be graded by the software.

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

There is a lot of room for classroom discussion here. It should be easy to get students to share on topics like making money, corporations/companies they like and support, what they’ve heard about the stock market, etc. For example, you could get things started by asking how many people are wearing shoes or clothing from Nike, Under Armour, or Lululemon? How did these companies get so big and why can you buy their shoes and clothing everywhere?

Have students use Yahoo Finance.com to find the ticker symbol, price, P/E ratio, and market cap for a list of companies that are local to you or are companies they know. I’d suggest Nike, Under Armour, Starbucks, McDonald’s, Domino’s, Amazon, Facebook, Google, Spotify, Uber, Netflix, Walt Disney, etc.
Start by asking them (then clarifying or explaining) what each of these four concepts is and do an example they can all see. Finish by finding who has largest market cap, lowest P/E ratio, etc. and what that means.

You can create a custom stock market simulator game using Investopedia for students to play against each other and try things out. You can learn with them but should have a basic understanding of the stock market and how the game works. Competitions can be for as long or short as you want. Check in throughout the competition and ask about successes and failures and use them to learn. You should play as well, and you will probably be beaten by some of your students.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students write about any topic they know well and design a five-question mini quiz. They should write for someone who knows nothing about this topic. Give writing and quiz design tips. The text should be divided up into small chunks and the questions should refer to the most important information and key points.
*A topic relevant to this module would be “What kind of company would you start if you could start any kind of company you want? What products or services would you make? Why?”
If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

There are a few mathematics applications you could use to make a worksheet or write problems on your white board.
1) Use the formula for market cap(italization):
Number of shares outstanding x share price = market cap
Give two of the pieces and have them find the third. For example, if McDonald’s has a market cap of $800 million with 1,600,000 outstanding shares what is the current share price?
2) Find the P/E ratio (price for $1 of a company’s earnings) of a company using the formula:
Share price / Earnings per share = P/E ratio
Again, give two pieces of the equation. Share price of $140 for Nike and P/E ratio of $35 gives earnings per share of _____ for Nike?
**For either of these problems you could supply just the answer and have students build a grid of possible share price and shares outstanding pairs or share price and earnings per share pairs.

Have students write a paper explaining everything they know about the stock market and investing in the stock market to someone who knows nothing about these topics. They could also follow the paragraphs of explanation with a quiz of eight questions. When the writing is completed students can group up and share and quiz each other, or do the same for the whole class.

Module 4

Lifestyle Module Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to deconstruct and examine the pieces of their own lifestyle.

Students will be able to generalize the problems inherent in the Culture of Convenience and Cool.

Students will be able to identify the long-term dangers in living paycheck to paycheck.

Students will be able to outline and express their personalized American Dream.

Students will be able to define curiosity and highlight it’s value in a lifestyle.

Students will be able to summarize and list the many services offered by the public library.

Students will be able to ponder the possibilites of volunteering and spirituality in their lives.

Students will be able to explain a lifestyle change and elaborate on how to convert that change into a habit.

Pro Tip

Timeline

Aims/Objectives

1) Students will be introduced to the concept of their lifestyle and how to change it
2) Students will appreciate the pressures of convenience and cool
3) Students will consider the design of their own American Dream
4) Students will understand the value of curiosity and a lifetime of learning
5) Students will ponder to the power of reading and doing it yourself
6) Students will consider the opportunities offered by volunteering, spirituality, and the public library

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Learning Activities

Example: What does “lifestyle” mean to you?

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind

Evaluation

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

There is a lot of room for classroom discussion here. It should be easy to get students to share on topics like where do they witness the effects of convenience and cool, what does the public library offer, what do it yourself opportunities do they have right now, what is a habit they’ve changed, etc. Ask what habit they’d like to change right now. (Diet, bedtime, relationships, etc.)

Have students outline and design their American Dream. Explain that this is the reasonable, but ideal, way that they picture their adult life. This can be an essay, a list, or have them practice making an actual outline. Have them explain what it is that makes this life ideal. You may need to provide some prompts like where they will live, what kind of a house, which job, and things that will make them happy.

Get students on the internet to find and list online shopping situations where they can save money. What is the online address and what specific products can they buy at those websites? For example, thredUP (https://www.thredup.com/), where used and budget clothing can be purchased.

Do a lesson on the nearest public library system using the library’s website. List the types of services that are available online (catalog search, holding and reserving materials, downloading music and movies, etc.) and the services that are available when visiting the library (check things out, computers, librarians, homework help, place to hang out, etc.). You could have them use the catalog search to find books on particular topics.

Have students use Google to find volunteer opportunities in their community and nearby. Which ones might they be interested in and why? What would be their ideal volunteer opportunity (that their area doesn’t offer)?

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students write about any topic they know well and design a five-question mini quiz. They should write for someone who knows nothing about this topic. Give writing and quiz design tips. The text should be divided up into small chunks and the questions should refer to the most important information and key points.
*A topic relevant to this module would be “What is lifestyle? What lifestyle issues does a person your age need to consider?”
If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

How can you overcome a paycheck-to-paycheck existence? Have students list the adjustments a single working person could make to break this cycle and have money to save. You may need to prompt students with a person living in a particular situation: A 23-year-old woman living by herself in a condominium, who takes an uber to work two miles away, has grub hub deliver all of her meals from restaurants, etc. Maybe discuss how these decisions may be different for men and women.

Have students write a paper explaining everything they know about curiosity, reading, and learning (and how they are connected) to someone who knows nothing about these topics. They could also follow the paragraphs of explanation with a quiz of six questions. When the writing is completed students can group up and share and quiz each other, or do the same for the whole class.

Module 5

Eat to Live: Food and Nutritional Literacy Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to discuss nutrients and their different categorizations.

Students will be able to utilize color and variety in fruits and vegetables to meet their daily nutritional requirements.

Students will be able to demonstrate how to use the Follow For Now food continuum to engage in healthier eating.

Students will be able to explain how a whole foods, plant-based diet is best for both their nutritional needs and the planet.

Students will be able to evaluate the pros and cons of plant-based meat substitutes.

Students will be able to categorize and separate whole foods from processed foods.

Students will be able to critique the use of salt, fat, and sugar in the business of making and marketing processed foods.

Students will be able to draw a contrast between saturated fats and omega-3 fatty acids in the American diet.

Students will be able to consider the differences between organic, genetically modified, and conventional foods.

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. You’ve got Google. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will be introduced to the ideal human diet and how eating a wide variety of colorful foods contributes to the holistic nature of this eating pattern.
2) Students will understand how to use the Follow For Noe Food Continuum as a tool to evaluate the foods they eat.
3) Students will be able to recognize many different ways to categorize food: processed, animal, organic, whole, GMO, Dirty Dozen, superfoods, plant-based, etc.
4) Students will be introduced to alternative sources that provide protein to their diet.
5) Students look at components of food—omega fatty acids, probiotics, salt, sugar, fat, protein—and how they effect the value of foods.

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Be a little careful if you have a large population of free and reduced-lunch students. Be sensitive to the fact that they may not have a lot of options to what, when, and how they eat. But also keep in mind that this material will be very beneficial to them.

Learning Activities

Example: What does “eating right” or “eating healthy” mean to you?

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind

Evaluation

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

Have students do an internet search for different types of diets. (Both ways to eat and programs for losing weight.) Ask their opinion on the approach and how it differs from the ideal diet presented in this module. They could keep a list of at least eight diets. The list can be handed in or used for discussion.
*Most people who transition to the “ideal diet” lose weight simply because they are eating less and better calories.

Do a Google search on “free diet analysis.” There are tools like HappyForks that analyze food, recipes, and diets. In addition, there are all kinds of other materials, quizzes, and tools that can be used as the foundation for supplemental lessons. Another effective instructor search could be “student nutrition activities online.”

The way that most Americans eat is often referred to as the “Western Diet.” Create an activity where students first use the internet to define what the Western Diet is. Then ask them how close their own diet is to the Western Diet. Follow by having them look at the diet of their friends, family, and the school lunchroom. Finish by having them try and explain how this diet became so popular and the many things that are wrong with it.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students write about any topic they know well and design a five-question mini quiz. They should write for someone who knows nothing about this topic. Give writing and quiz design tips. The text should be divided up into small chunks and the questions should refer to the most important information and key points.
*A topic relevant to this module would be “Explain to someone who knows nothing about nutrition how to have a healthy diet. When and how much should they eat? What kind of foods should they eat? What restaurants and foods should they avoid? Why?”
If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

Discussion Topics

Food and eating are topics everyone is familiar with. There is a wealth of material for discussion here. Everyone likes to talk about eating and food. You can always kickstart them by having someone talk about their favorite foods.

Take a hard look at the food served in your cafeteria. Have students use what they’ve learned to do a nutritional analysis of cafeteria food. What’s positive about the food served and what could be improved? Does the school district, and the school, have a responsibility to serve healthy, nutritious food? Should they cater strictly to what students like? This could be a paper and/or a discussion.

Have students write a paper explaining how they eat in their family. Do they have meals together? How often? Is meat the center of every meal? What are their favorite foods? Who cooks? What does a typical meal look like? Do people share and talk? Are phones allowed in the kitchen and at meals? How do they think eating should be done differently in their families? What role do fruits and vegetables play? Do they get a wide variety of fruits and vegetables?
You could follow with pairs, small group, or whole class discussions.

Module 6

Live to Eat: Cooking and Our Food Chain Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to deconstruct the path a vegetable or a fruit can take through the food chain.

Students will be able to list the problems inherent in using animals for food.

Students will be able to reflect on problems in our food system and propose potential solutions.

Students will be able to outline the position the federal government plays in our food system.

Students will be able to classify the many types of produce-based eating lifestyles.

Students will be able to illustrate how, when, and how much we all should be eating.

Students will be able to summarize the many reasons on how and why to start cooking your own food.

Students will be able to design comfort food favorites with a more nutritious and plant-based approach.

Students will be able to utilize nutrition and ingredient food labels to make informed purchasing decisions.

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. (You’ve always got Google.) This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will be introduced to the concepts of the food chain and the food system
2) Students will examine the role of the U.S. Federal Government in our food system
3) Students will be able to recognize the different types of eaters and diets that currently exist
4) Students will be able to understand the variety of diseases and illnesses that are linked to food and consumption
5) Students be in a position to set up a kitchen and begin cooking on their own
6) Students will understand how to prepare for and successfully navigate a trip to the grocery store

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

You should be a little careful if you have a large population of free and reduced-lunch students. Be sensitive to the fact that they may not have a lot of options as to what, when, and how they eat. But also keep in mind that this material will be very beneficial to them.

Learning Activities

Example: How can eating affect your health? What are some of the different jobs connected to a grocery store?

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind.

Evaluation

1. Observe and monitor student participation, effort, and understanding.
2. Each section of the module has a mini-quiz where students can make multiple attempts until they correctly answer every question.
3. There is a final exam, that is taken just once, covering the key points in each section of the module. It will be graded by the software.

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

Do an internet activity where students find (at least) five places where (unprepared) food is purchased in your community or area. How are these places the same or different? What kind of food do they offer? Are these good places to shop for food?

Have students do searches on organic and genetically-modified (or GMO) food. Have them explain how these foods are different and if we should or shouldn’t eat them (and why)?

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

*A topic relevant to this module would be “Explain to someone who knows nothing about cooking the basics of setting up a kitchen and shopping at a grocery store. What are some of the ways to save money in both of these areas? How is this a better situation then just eating all of your meals at restaurants?”
If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

Discussion Topics

Cooking, grocery shopping, and eating are topics everyone is familiar with. There is a wealth of material for discussion here. Everyone likes to talk about eating and food. You can always kickstart them by having someone talk about their favorite foods at the grocery store.

Put a basic layout map of a grocery store you are familiar with on the board for students to view. Include some displays and endcaps. Have them re-design the store in a way that makes more sense. If they need some direction give areas you would like to see promoted or emphasized. This could be fresh foods, fruits and vegetables, an expanded ethnic section, or prepared foods.

Module 7

Take Care of Yourself Module Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to state the importance of communicating with and fostering a relationship with their family doctor and her staff.

Students will be able to explain how they share the responsibility of their personal physical health with their doctor.

Students will be able to schedule the minimum number of necessary yearly visits to care for their eyes, teeth, and general health.

Students will be able to formulate an effective strategy for finding a medical professional or pharmacy.

Students will be able to sketch out a plan for quality sleep and itemize the reasons this plan matters.

Students will be able to recognize when they may need help for mental illness and how to get that help.

Students will be able to generate a daily routine and relate the value of that routine.

Students will be able to identify the role of police officers as well as when to contact the police and how to interact with them.

Students will be able to appreciate the many opportunities for kindness an average day out offers.

Pro Tip

Timeline

Aims/Objectives

1) Students will examine the place of medical professionals in their adult lives.
2) Students will consider their role (and the collaborative nature) in taking care of themselves in the modern world.
3) In a number of sections students will use critical thinking to ponder unusual topics such as the role of police officers.

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Learning Activities

0. Do Now/Anticipatory Set: Present students with a question related to the module material. This way, as they enter the room, they have a related topic to discuss with others or think about silently.
Example: How often do you have to go see your family doctor?
1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final test in each module will be graded (though students don’t have to get every answer correct on this test).
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind.

Evaluation

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

There is a lot of room for classroom discussion here. It should be easy to get students to share on topics like police, drugs, weight, dentists, etc. For example, you could get things started by asking how many would like to get braces for their teeth at some point in their life. Do straight teeth matter?

Have students use GoodRx.com to find the best pharmacy close to the school. Give them a list of common prescription drugs to check.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students write about any topic they know well and design a five-question mini quiz. They should write for someone who knows nothing about this topic. Give writing and quiz design tips. The text should be divided up into small chunks and the questions should refer to the most important information and key points.
*A topic relevant to this module would be “What should a person do when confronted by a police officer?”
If there’s time have them hand in the paper with the writing and quiz. Pass them back out and let each student read a different paper and do the quiz. Then call on students to discuss the new topic they just learned about.

Have students list the ways they currently take care of themselves. Give a few hints to get them started.
==How do you prepare yourself to go to sleep?
==What do you do to exercise?
==When you accomplish something how do you reward yourself?
==Explain your routine for taking care of your teeth.
Toward the end of class call on students to share from their list. If someone explains how they “eat healthy” ask how others incorporate nutritional foods into their life. Keep the conversation going.

Module 8

Fitness and Exercise Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to reflect on the many reasons exercise is often described as a “magic pill.”

Students will be able to implement the strategy of “dressing the part” to inspire and motivate themselves to exercise more.

Students will be able to identify the roles of fitness equipment inside and outside the home.

Students will be able to describe, compare, and contrast between the three broad types of exercise.

Students will be able to integrate the three types of exercise to build a complete integrated workout program.

Students will be able to elaborate on the physical and psychological benefits of aerobic fitness.

Students will be able to assemble a list of “alternative,” or unusual, ways to achieve physical fitness.

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. Utilize Google. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will understand how to get started and incorporate a fitness program into their lives.
2) Students will be able to differentiate between the three types of exercise and the role each plays in a fitness routine.
3) By the end of the module, students will have an understanding of the role of fitness in improving the quality of their lives.
4) Students will have a wide variety of exercise activities to contemplate.

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Learning Activities

0. Do Now/Anticipatory Set: Present students with a question related to the module material. This way, as they enter the room, they have a related topic to discuss with others or think about silently.
Example: What exercise activities do you engage in for fitness?
1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final test in each module will be graded (though students don’t have to get every answer correct on this final assessment). It will only be taken once.
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind.

Evaluation

1. Observe and monitor student participation, effort, and understanding.
2. Each section of the module has a mini-quiz where students can make multiple attempts until they correctly answer every question. This should ensure that all students have a baseline level of understanding before they move on.
3. There is a final exam, taken just one time, covering the key points in each section of the module. It will be graded by the software

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

Give each student an index card. Have them write down one reason that exercise is important in an adult’s life. Shuffle and trade cards. Call on students and discuss what their card says.

Have a classroom discussion on why some people don’t like sports and exercise.

Have students use Google and the internet to find a story or person that/who would motivate or inspire them to exercise. Explain why these chose this person or story.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students list the activities they’ve done (and would like to do) in physical education classes while in school.
==Which did they particularly like?
==What activities would they like to see added to the PE curriculum?
==Which activities should be dropped? Why?
Toward the end of class call on students to share from their list. If someone says they’d like to see skateboarding added to the PE curriculum ask (all) if this is possible and what factors would make this difficult?

Module 9

Responsibilities and Realities Module Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to draw a distinction between pay and compensation that a job offers.

Students will be able to draw parallels between caring for a pet and raising a child.

Students will be able to summarize the costs and benefits of raising a child.

Students will be able to compare the advantages of owning vs. renting a home.

Students will be able to determine the fundamental responsibilities of being a U.S. citizen.

Students will be able to outline the basic process of finding, buying, and financing the purchase of a home.

Students will be able to form an argument for the the necessity of owning a car while also being versed on the many alternatives to driving.

Students will be able to contemplate the tremendous responsibility and expense of raising a single child

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. Utilize Google. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will see voting and being a U.S. citizen as important responsibilities
2) Students will be introduced to new reasons to consider attending college
3) Students will have new expectations of work and the place it will play in their lives
4) Students will develop a basic plan for buying a home or automobile
5) Students recognize the many opportunities for growth and new experiences offered by computers, smartphones, and the internet
6) Students will understand that there may be a link between smartphone use and cancer
7) Students will see that pets are a responsibility that demands time, patience, and effort
8) Students will consider the financial cost of children and the legitimacy of applying a cost-benefit approach to the question of whether or not to have children

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn

Learning Activities

0. Do Now/Anticipatory Set: Present students with a question related to the module material. This way, as they enter the room, they have a related topic to discuss with others or think about silently.
Example: What kind of responsibilities do adults face that most young people don’t have to worry about?
1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final test in each module will be graded (though students don’t have to get every answer correct on this test).
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind.

Evaluation

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

Have students use the internet to construct a list of ways a smartphone can be dangerous to their health. Each item on the list should have the danger, the website where they found the information, and if they believe the danger is real and why. You could follow by making a whole class master list. You could also follow with pairs, small group, or whole class discussions
At some point try to get into who would reveal the danger of smartphones and why? What do they have to gain? More importantly who might try and suppress the information on the dangers of cell phones? Why? (There are many companies in many different and related industries—phone sellers like Apple, long distance companies like Verizon, microchip makers like Nvidia, etc.—with billions of dollars at stake.)

Do an internet activity where students find (at least) five jobs that don’t require college and five jobs that do require (at least some) college that are available in your community or area right now. How are these jobs the same or different? Which jobs seem “better”? Which seem stressful or fun? Which would they like to do and why?
How to search for jobs might be an interesting topic to explore, as well.

The student has decided to buy a dog or cat. Use the internet and their own thoughts to construct a list of ways having this pet will change their lives. Have them make a note on which websites were the most helpful.
At some point get into the responsibility of having a living creature depend on you.

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students write about any topic they know well and design a five-question mini quiz. They should write for someone who knows nothing about this topic. Give writing and quiz design tips. The text should be divided up into small chunks and the questions should refer to the most important information and key points.
*A topic relevant to this module would be “Explain how life will change for a young person when they graduate from high school and leave their parents’ home. What decisions will they confront? What new responsibilities will they face? What are the advantages and disadvantages of the change in circumstances?”

Discussion Topics

College, children, cars, pets, smartphones, and technology are topics everyone is familiar with. There is a wealth of material for discussion here. Everyone likes to talk about anything technology-related. You can always kickstart them by having someone talk about why they love their phone and what it means to them.

Have students construct a list of the costs a family incurs in raising a child through high school graduation. Include the expenses of when the child is an infant. You could follow by making a whole class master list. You could also follow with pairs, small group, or whole class discussions.
Somewhere in there you could also ask about costs that can’t be quantified like losing sleep, stress, the time commitment, etc.

Have students write a paper explaining the pros and cons of going to college full-time immediately after graduating from high school. Have them include what they plan to do and why. If they are going to college, how will they pay for it? What considerations might influence their decision?
Try and fit in how debt from school loans might affect their lives in the future. How significant is this factor?
You could follow with pairs, small group, or whole class discussions.

Module 10

Insurance Module Lesson Plan and Activities

Academic Learning Standards in This Module

Students will be able to create a list of mandatory insurance products relevant to any stage of their lives.

Students will be able to define insurance and identify it’s intrinsic value.

Students will be able to navigate the unique language of insurance and demonstrate an understanding of basic terminology.

Students will be able to summarize the benefits of, and protection offered by, disability insurance.

Students will be able to formulate a general strategy for how to choose and contact any type of insurance company

Students will be able to differentiate between the auto insurance coverages they are required to have and those they need to have.

Students will be able to characterize the necessity for health insurance and inventory the number of different ways to acquire health insurance.

Students will be able to recognize when there is a need for life insurance and what areas of their life require protection.

Pro Tip

Go through the entire module on your own, doing all of the quizzes and reading through all of the material before you teach it. (Some, or all, of this material will probably be new and useful to you.) Do a little research if necessary. Utilize Google. This should help you anticipate questions the particular group of students in your class will have. Remember, though, it’s okay for you to learn along with them.

Timeline

Aims/Objectives

1) Students will understand the role insurance will play in their adult lives.
2) Students will be equipped to confidently obtain insurance when they need it.
3) By the end of the module, students will have an understanding of the many types of insurance they will need, and when they will need them.

Background/Prerequisite Knowledge

While all material is designed for learners with little or no understanding of the topics presented it’s probably not appropriate or useful for young people less than 16 years old. Ideal candidates are high school seniors nearing graduation who will soon be confronting many of these topics or any adult who is ready to learn.

Learning Activities

0. Do Now/Anticipatory Set: Present students with a question related to the module material. This way, as they enter the room, they have a related topic to discuss with others or think about silently.
Example: What do you know about insurance? Do you have any?
1. Watch the introductory video together as a class (if possible).
2. Students can work through the module on their own. To move from one section to the next students must correctly answer all questions in each mini-quiz.
3. The final test in each module will be graded (though students don’t have to get every answer correct on this final assessment).
4. Wrap Up: The Checklist at the end of each module can be used for a wrap-up of the module topics. This activity might prompt some lingering questions that students have.
*Consider breaking up the individual work with some of the extension activities.

Necessary Resources and Materials

Computer/tablet/Chromebook/laptop with internet access and a web browser.
*This website was not designed with a smartphone screen in mind.

Evaluation

1. Observe and monitor student participation, effort, and understanding.
2. Each section of the module has a mini-quiz where students can make multiple attempts until they correctly answer every question. This should ensure that all students have a baseline level of understanding before they move on.
3. There is a final exam covering the key points in each section of the module. It will be taken once and graded by the software.

Extension Activities

*While the design of the lessons lets an individual go through them on their own it’s nice to mix things up with some whole class activities.

Do a guided practice taking students back through what they’ve just learned, letting them add their own input as they gain confidence with the new information.

Have students vote by raising their hands or moving into groups. Ask if, over the course of their lives they could only have one type of insurance, which type would it be? Have them defend their answers.

Have a classroom discussion on how the world would be different with no automobile insurance.

Have students go to PolicyGenius.com and from the homepage use their navigation skills to get to this web site’s list of Best Car Insurance Companies. When they find the list have them make their own list of the very best top five. Ask how they decided. (Three metrics for each company are listed.)

Students could write an essay on how this module can help them improve the quality of their life and be a better adult. They should include a section on things they disagree with.

Backup/No Internet/Emergency Activities

Have students list things in their current life they would like to insure. Give a few hints to get them started.
==Which people and relationships would you insure?
==What things would you insure?
==What types of insurance might help your parents or siblings?
Toward the end of class call on students to share from their list. If someone says they’d like to insure their “Air Jordan Reign” shoes ask others what clothing is so important to them that they would like to have it insured.

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