This page contains a general outline for the course. You will NOT find instructional videos and a plethora of resource materials like on my other pages because I have not taught this class. I began to create semester plan becuase I WAS scheduled to teach this course but my scheduled changed at the last minute and I’m NOT teaching this class as planned.

I will include my initial outlines, plans, and resources below. It is incomplete however, I do have AI aided daily plans that one can expand upon as I began doing for the first unit.

Financial Literacy Outline Mr. Maxwell

Course Outline: Financial Literacy 10

(75 Classes, 1 Hour Each)

Unit 1: Foundations of Financial Literacy (6 classes)

Outcomes:

FL10.1 – Analyze the role of financial literacy in daily life and society.
FL10.2 – Explore personal values, needs, wants, and goals related to money.

Resources You Might Use:

SaskMoney Financial Literacy 10 resources, including vocabulary sheets and case studies (SaskMoney).
Money and Youth modules for values and goals (cfee.org, Building Futures in Saskatchewan, Saskatchewan Curriculum).
Saskatchewan “Financial Basics” modules to introduce saving, goal-setting, and being a smart consumer (Saskatchewan Curriculum).

Detailed Daily Plans – Unit 1

Day 1: What Does Money Mean to Me?

Time: 1 hour
Objectives: Introduce financial literacy and explore personal meanings of money (FL10.1, FL10.2).

Activities:

Direct Instruction (10 min): Briefly define financial literacy. Use an anchor slide/chart illustrating why financial literacy matters—daily decisions, budgeting, informed choices (ties to FL10.1).

Direct Instruction (10 min): What is Financial Literacy?

Step 1 – Definition (2 min)

Write on board / display slide:
Financial Literacy = The knowledge, skills, and confidence needed to make responsible financial decisions.

Ask: “Why do you think confidence is included, not just knowledge?”
(Expected: Because people may know facts but still hesitate or make poor decisions without confidence.)

Step 2 – Anchor Slide/Chart: Why Financial Literacy Matters (5–6 min)

Draw a simple chart with 3 circles (or use projector/handout).
Title: “Why Financial Literacy Matters”
Inside the circles, place:

Daily Decisions (spending, saving, comparison shopping, avoiding scams).
Budgeting (tracking income/expenses, balancing needs vs wants, planning for short-term and long-term).
Informed Choices (choosing bank accounts, credit cards, student loans, investments).

Discussion prompt:

“Which of these 3 areas do you feel most confident in right now? Least confident?”

Step 3 – Transition to Outcome FL10.1 (2 min)

Say:
“Financial literacy is not just about money, it’s about life choices. FL10.1 asks us to explore the role of money in everyday life and society. This definition and chart show that money affects everything from small daily choices to big long-term goals.”

Teacher Answer Key for Anchor Chart

Anchor Chart: Why Financial Literacy Matters

Category	Examples (Teacher Key)
Daily Decisions	Deciding whether to buy lunch or bring food from home, comparing prices in a store, recognizing online scams, deciding whether to spend or save.
Budgeting	Creating a monthly budget, tracking expenses, ensuring bills are paid on time, balancing needs vs wants, setting aside savings for emergencies.
Informed Choices	Choosing a chequing vs. savings account, selecting a student loan with lower interest, deciding whether to use cash or credit, comparing investment options (TFSA, GIC, stocks).

Class Discussion (15 min): Prompt “What does money mean to you? To your family? Society?” Document responses under themes: survival, empowerment, choices, stress, freedom.
Anchor Chart Creation (10 min): Co-create two charts: Personal meanings of money and Societal roles of money.

Lesson Segment: Anchor Chart Creation

Time: 10 minutes
Outcome(s): FL10.1 – Examine the role of money in society and in personal lives.

Teacher Directions

After discussion, Set the Stage (2 min):
- Tell students: “Today we’re going to think about what money means to us personally, and what role it plays in society as a whole. We’ll co-create two anchor charts that will stay up in the classroom for future reference.”
Chart Setup (2 min):
- On the board, divide space (or use chart paper):
  - Left: Personal Meanings of Money
  - Right: Societal Roles of Money
Student Contribution (5 min):
- Ask students to brainstorm words/phrases for each category.
- Record student answers on the charts. Prompt if needed:
  - Personal: How does money affect your life, choices, or emotions?
  - Societal: How does money keep society running? What big systems depend on it?
Quick Debrief (1 min):
- Highlight connections: personal wants/needs often tie back to larger societal functions.
- Transition: “As we move through the course, we’ll keep coming back to these charts to see how our ideas deepen or change.”

Teacher Answer Key (Anchor Charts)

Personal Meanings of Money

(Money in the life of an individual student)

Freedom / independence
Security (basic needs: food, shelter, clothing)
Stress / worry when not enough
Status or image (clothes, brands, lifestyle)
Opportunity (education, travel, hobbies)
Responsibility (budgeting, saving, managing debt)
Future planning (college, car, house, retirement)
Giving/sharing (donations, helping family)

Societal Roles of Money

(Money as a system in community and global contexts)

Medium of exchange (buy/sell goods & services)
Store of value (savings, wealth preservation)
Unit of account (price system, comparing values)
Taxes (fund public services: healthcare, education, roads)
Employment/income distribution
Economic growth (investment, trade, production)
Social inequality (gaps between rich & poor)
Charitable support / redistribution (aid, welfare programs)
Global trade & currency exchange

✅ Extension Option:

After the anchor chart, have students place sticky notes under each column with a personal example (e.g., “saving for hockey gear” → personal; “taxes pay for my school” → societal).

Interactive Retrieval Quiz (5 min): Quick definitions of “needs vs wants,” “values,” and “goals” using clickers or raise-hands.
Exit Ticket (5 min): On index cards: Write one personal financial value and why it matters.

Formative Assessment: Exit tickets reviewed to gauge understanding of values.

Day 2: Needs, Wants, and Goals

Time: 1 hour
Objectives: Clarify terms—needs, wants, short- and long-term goals (FL10.2).

Activities:

Retrieval Practice (5 min): Pull from Day 1’s exit tickets: “share one financial value.”
Direct Instruction (10 min): Present definitions and examples: needs vs wants, short-term vs long-term goals.
Low-Stakes Quiz (10 min): Handout with mixed items to categorize (e.g., rent, new phone, groceries, vacation).

Quiz: Identify as Need or Want and if applicable long term or short term goal

Rent: Need
Groceries: Need
Phone upgrade: Want
Vacation fund: Want (long-term goal)
Emergency fund: Need (long-term goal)
New clothes: Want (unless essential)

Answer Key – Quiz:

Rent: Need
Groceries: Need
Phone upgrade: Want
Vacation fund: Want (long-term goal)
Emergency fund: Need (long-term goal)
New clothes: Want (unless essential)

Peer Review (5 min): Students compare answers in pairs; teacher elicits explanations.

Mini Case Study (20 min): Provide three scenarios (teen saving for laptop; parent planning home renovation; retiree saving for travel). In groups, identify needs, wants, and goals (short- or long-term).
Wrap-Up (5 min): Groups share insights; teacher clarifies misconceptions.

Day 3: Money Across Perspectives

Time: 1 hour
Objectives: Analyze financial meaning across life stages—teen, parent, retiree (FL10.1, FL10.2).

Activities:

Warm-Up Retrieval (5 min): Students define need vs want on mini whiteboards.
Case Study Analysis (30 min): Rotate through three stations, each with a perspective scenario describing values, needs, wants, and financial goals. At each, students annotate what matters and why.
Gallery Walk & Discussion (15 min): Groups circulate and discuss differences/similarities across life stages.
Reflection (5 min): Write a brief personal reflection: “What life stage perspective resonates most with my values?”

Day 4: Financial Literacy in Daily Life & Society

Time: 1 hour
Objectives: Explore broader role of financial literacy in individual and societal contexts (FL10.1).

Activities:

Quick Recap (5 min): What values, needs, wants did you note in yesterday’s reflection?
Direct Instruction (10 min): Present examples: budgeting for emergencies, making informed decisions, consumer awareness, societal impacts.
Video Clip (e.g., “Balancing Finances and Mental Health” excerpt) (10 min) (Saskatchewan Curriculum).
Think-Pair-Share (10 min): How does financial literacy influence personal well-being? Then, how does it affect society?
Group Brainstorm (15 min): On chart paper, list daily life and societal benefits/risks of being financially literate or not.
Exit Ticket (10 min): Write one personal benefit and one societal benefit of financial literacy.

Day 5: Personal Money Autobiography – Drafting

Time: 1 hour
Objectives: Reflect on personal financial beliefs and goals, synthesizing FL10.1 & FL10.2.

Activities:

Retrieval Starter (5 min): Quick write: “Name two things you’ve learned about money this week.”
Direct Instruction (10 min): Model “Money Autobiography” structure: past influences, values, experiences as spender/saver, current attitudes, future goals.
Silent Writing (30 min): Students begin writing their own Money Autobiography (1–2 pages).
Peer Feedback (10 min): In pairs, share drafts and provide encouraging and constructive feedback.

Day 6: Personal Money Autobiography – Sharing & Formative Feedback

Time: 1 hour
Objectives: Refine autobiographies and recognize diverse financial values and goals.

Activities:

Warm-Up (5 min): Students exchange one key insight they’re proud of.
Writing Time (20 min): Revise and polish autobiography using peer input.
Whole-Class Sharing (20 min): Volunteers share excerpts (highlight values/goals). Class acknowledges with positive, supportive feedback.
Concept Connection Chart (10 min): Teacher leads charting how students’ autobiographies reflect themes of values, needs vs wants, goals, and financial literacy roles.
Reflection & Exit Task (5 min): Students write one way they plan to apply a value or goal from their autobiography in upcoming unit work.

Summary of Materials & Answer Keys

Day	Materials	Quick Key Points
1	Chart paper, markers, index cards	Distinguish personal/societal roles of money
2	Handouts for needs/wants quiz, case scenarios	Correct categorization and goal framing
3	Scenario stations	Annotate differences across life stages
4	Video clip (“Balancing Finances & Mental Health”)	Mental health, budgeting importance (Saskatchewan Curriculum)
5	Autobiography prompts outline	Reflective writing
6	Peer feedback checklist	Personal connection to outcomes

Unit 2: Income, Careers, and Earning Potential (10 classes)

Outcomes:

FL10.3: Investigate sources of income and deductions.
FL10.4: Analyze connections between education, career choices, and earning potential.

Suggested Activities:

Direct instruction on pay stubs, deductions, CPP, EI, taxes.
Active practice: analyze mock pay stubs and calculate net income.
Career research project: students choose 2 careers, compare training, salary, job outlook.
Formative: mini-quizzes on pay stub terms and deduction calculations.

Here’s a full 10-day lesson plan (1 hour each) for Unit 2: Income, Careers, and Earning Potential in Financial Literacy 10, aligned with Saskatchewan outcomes FL10.3 and FL10.4.

Unit Overview

Outcomes:

FL10.3 – Investigate sources of income and deductions.
FL10.4 – Analyze connections between education, career choices, and earning potential.

Key Resources:

Money and Youth modules cover income sources, career earning potential, and educational costs (Building Futures in Saskatchewan).
Reading a Pay Stub guide with activity and answers—great for vocabulary and deduction practice (SaskMoney).
Canada Revenue Agency (CRA) resource for calculating CPP, EI, and tax deductions in Saskatchewan (Government of Canada).

Lesson Plans by Day

Day 1 – Introducing Income Sources & Deductions

Objective: Understand different income types and begin exploring deductions (FL10.3).

Direct Instruction (10 min): Define income sources: wages, salary, contracts, commissions, self-employment (resourcebank.ca).
Guided Practice (15 min): Analyze fictional job descriptions; students identify income type.
Reading a Pay Stub Activity (20 min): Distribute Reading Jemma’s Pay Stub and quiz sheet (SaskMoney).
Review & Answer Key (10 min): Review answers using guide—cover pay period, SIN, gross/net pay, CPP%, EI%, etc. (SaskMoney).
Exit Ticket (5 min): Identify one income type and one deduction, explaining each.

Day 2 – Anatomy of a Pay Stub & Deductions Practice

Objective: Identify pay stub components and differentiate deductions (FL10.3).

Recap & Review (5 min): Flash quiz on pay stub terms.
Direct Instruction (10 min): Present terms: gross pay, net pay, CPP, EI, income tax, employer contributions (Saskatchewan Curriculum).
Pair Practice (20 min): Provide new mock stub; identify components and label deductions.
Mini-Quiz (15 min): Multiple-choice and short answer on deduction definitions.
Answer Key & Clarification (5 min): Reveal correct answers; clarify misconceptions.

Day 3 – Calculating Net Income with Saskatchewan Deductions

Objective: Calculate CPP, EI, federal and provincial taxes for net income (FL10.3).

Instruction (10 min): Demonstrate using CRA example and PDOC tool (Government of Canada).
Class Calculation (15 min): Sample calculation: weekly gross $1,200—compute CPP, EI, taxes, net pay (from CRA example).
Individual Practice (20 min): Students tackle a similar scenario with different gross salary.
Review (10 min): Go through steps and results. Provide both worked example and filled student answers.

Day 4 – Career Paths & Earning Potential Introduction

Objective: Investigate how education and careers affect earning potential (FL10.4).

Warm-Up (5 min): Define “earning potential.”
Instruction (15 min): Use Money and Youth – Sources of Income and Career Construction modules to discuss how education, experience, and training impact income (Building Futures in Saskatchewan).
Activity (20 min): Students choose two careers, research required education/training and average salary (use government or educational websites).
Share-Out (15 min): Peer-to-peer presentations; discuss differences and influences on earning potential.

Day 5 – Deep Dive: Career Costs vs. Earning Potential

Objective: Analyze costs of education vs. potential earnings (FL10.4).

Recap (5 min): Highlights from previous career research.
Instruction (10 min): Discuss tuition, program costs, certifications, and return on investment from Money and Youth resource (Building Futures in Saskatchewan).
Group Work (25 min): Compare total career-related costs vs. earning potential for chosen careers.
Reflection (10 min): Students write which career offers best ROI and why.

Day 6 – Formative Quiz: Pay Stubs and Career ROI

Objective: Assess understanding of deductions and career analysis.

Quiz (25 min): Mixed-format quiz covering pay stub identification, net income calculation, and career ROI short answers.
Peer Review (10 min): Swap and review—offer feedback.
Answer Key & Discussion (20 min): Reveal answers and clarify common errors.

Day 7 – Career Research Project Workday (Part 1)

Objective: Begin structured career research project (FL10.4).

Project Introduction (5 min): Explain expectations: choose 2 careers, detail training, cost, salary, job outlook.
Research Time (45 min): Students gather data using career websites, gov statistics, etc.
Teacher circulates and supports.

Day 8 – Career Research Project Workday (Part 2)

Objective: Continue building the career project and begin synthesis.

Writing & Design (45 min): Complete project outline or visual presentation comparing two careers.
Teacher Conferencing (15 min): Individual check-ins to ensure alignment with criteria.

Day 9 – Presenting Career Choices & Earning Potential

Objective: Share and critique career research (FL10.4).

Presentations (40 min): Students present comparisons. Peers ask probing questions.
Class Feedback (15 min): Highlight connection between education, cost, and earning potential.
Wrap-up (5 min): Students note one insight regarding ROI or unexpected finding.

Day 10 – Unit Review & Synthesis

Objective: Consolidate learning on income sources, deductions, and career earning insights.

Retrieval Practice (10 min): Quick-fire quiz on pay stub terms and career ROI concepts.
Think-Pair-Share (15 min): How do deductions influence take-home pay? How does education affect future income?
Anchor Chart (20 min): Co-create class chart summarizing key takeaways from FL10.3 and FL10.4.
Exit Reflection (15 min): Students write how today’s lesson connects with their own career thinking or goals.

Summary of Key Supporting Resources & Answer Keys

Reading a Pay Stub activity with full answer key included (SaskMoney).
CRA PDOC tool and examples for deducting CPP, EI, and taxes (Government of Canada).
Money and Youth modules for career/income and ROI exploration (Building Futures in Saskatchewan).

Unit 3: Budgeting and Money Management (12 classes)

Outcomes:

FL10.5: Create and analyze personal budgets.
FL10.6: Examine the impact of spending, saving, and giving decisions.

Suggested Activities:

Guided practice: create sample budgets for different life situations (student, young worker, family).
Simulation: students track mock expenses over a week and adjust a budget.
Concept connections: connect budgeting to values (from Unit 1).
Retrieval practice: “budget error hunt” worksheets where students find mistakes.

Perfect — here’s a full 12-day lesson sequence for Unit 3: Budgeting and Money Management in Financial Literacy 10 (Saskatchewan). Each lesson is 1 hour, with detailed activities, web links to resources, and answer keys for quizzes/worksheets. Outcomes FL10.5 and FL10.6 are covered systematically.

Unit 3: Budgeting & Money Management (12 classes)

Day 1 – Introduction to Budgeting

Objective: Define budgets and why they matter (FL10.5).

Direct Instruction (10 min): Explain budget = plan for income, spending, saving, giving.
Video (5 min): What is a Budget? – Investopedia
Class Discussion (10 min): Why people use budgets, connect to values from Unit 1.
Activity (25 min): Small groups brainstorm 3 situations where budgeting is critical (student, parent, retiree).
Exit Ticket (5 min): One personal benefit of budgeting.

Day 2 – Components of a Budget

Objective: Identify income, fixed/variable expenses, savings, giving (FL10.5).

Warm-up Retrieval (5 min): “List 2 expenses from yesterday’s brainstorm.”
Direct Instruction (10 min): Show budget categories with examples.
Interactive Worksheet (25 min): Fill in missing categories from a partially completed monthly budget (worksheet from SaskMoney – Budgeting Basics).
Review with Key (15 min): Go through correct budget categories.

Answer Key Example Categories:

Income: job, allowance
Fixed: rent, phone bill
Variable: groceries, entertainment
Savings: TFSA, emergency fund
Giving: charity, gifts

Day 3 – Budget Case Study: Student Life

Objective: Create a sample student budget.

Direct Instruction (10 min): Walk through a sample student income ($1,200/month).
Activity (40 min): Students build a student budget (housing, transport, phone, food, savings). Template: Budget Worksheet.
Wrap-up (10 min): Volunteers compare choices.

Answer Key (approximate):

Rent: $500
Food: $250
Transport: $100
Phone: $75
Entertainment: $100
Savings: $100
Balance: $75 leftover

Day 4 – Budget Case Study: Young Worker

Objective: Create a young worker’s budget.

Scenario (5 min): Worker earns $2,800/month net.
Group Activity (35 min): In pairs, allocate expenses (rent, car, groceries, debt, savings, giving).
Discussion (15 min): How choices reflect values (Unit 1).
Exit Ticket (5 min): “Which category was hardest to balance?”

Day 5 – Budget Case Study: Family Budget

Objective: Create a family budget and compare priorities.

Scenario (10 min): Family earns $5,000/month.
Group Budgeting (35 min): Teams create a family budget with categories (mortgage, groceries, utilities, childcare, transportation, savings).
Share-Out (10 min): Compare differences between groups.
Key (example): Mortgage $1,200, Food $600, Utilities $400, Childcare $800, Transport $400, Savings $500, Giving $100, Misc $1,000.

Day 6 – Budget Simulation: Expense Tracking Intro

Objective: Begin tracking mock expenses (FL10.6).

Instruction (10 min): Explain simulation—students get mock incomes & random expense “cards.”
Activity (40 min): Students record expenses for 1 week in simulation log (template: Expense Tracker – FCAC).
Homework: Continue logging expenses (teacher distributes daily “expense events”).

Day 7 – Budget Simulation: Adjustments

Objective: Adjust budget after unexpected expenses.

Warm-up (5 min): Review tracked expenses so far.
Activity (40 min): Students receive new “event cards” (e.g., car repair $400, bonus $100). They must rebalance budgets.
Discussion (15 min): How unexpected expenses impact saving & giving.

Day 8 – Budgeting Values Connection

Objective: Connect budgets to values and goals (FL10.6).

Direct Instruction (10 min): Explain how values influence saving vs. spending.
Activity (40 min): Students write a short reflection: “How would my budget change if my values were… (security, generosity, freedom)?” Share in pairs.
Exit Ticket (5 min): One value that affects your budgeting.

Day 9 – Budget Error Hunt

Objective: Find mistakes in flawed budgets (FL10.5, FL10.6).

Worksheet (30 min): “Budget Error Hunt” – students identify errors (double entries, unrealistic spending, missing savings).
Answer Key (15 min):
- Missing savings category
- Rent exceeds 70% income (unrealistic)
- Giving category > 50% (error)
- Expenses > income without debt line
Wrap-up (15 min): Students explain one corrected budget choice.

Day 10 – Mini-Quiz on Budgeting

Objective: Assess understanding of budgets.

Quiz (25 min):
1. Define “fixed expense.”
2. Classify: car loan, groceries, vacation.
3. Balance a simple budget with $2,000 income.
4. Explain one way values affect budgets.
Peer Marking (15 min).
Review with Key (15 min).

Answer Key:

Expense same each month (e.g., rent).
Fixed: car loan; Variable: groceries; Discretionary: vacation.
Income $2,000 – Rent $800 – Food $400 – Transport $200 – Entertainment $200 – Savings $300 – Giving $100 = Balance $0.
Answers vary (e.g., generosity → more giving).

Day 11 – Personal Budget Creation

Objective: Create an individual monthly budget.

Instruction (10 min): Walk students through steps.
Activity (40 min): Students create budgets using FCAC Budget Planner.
Wrap-up (10 min): Students highlight one challenge.

Day 12 – Reflection & Sharing

Objective: Evaluate budgeting decisions.

Activity (30 min): Students exchange budgets in pairs and give feedback (savings %, balance, realistic expenses).
Discussion (20 min): Whole class connects budgets to values (Unit 1).
Exit Task (10 min): “One budgeting strategy I’ll apply in real life.”

✅ Unit Resource Links

Unit 4: Banking, Saving, and Investing (10 classes)

Outcomes:

FL10.7: Explore financial institutions, products, and services.
FL10.8: Investigate savings and investment options for individuals.

Suggested Activities:

Direct instruction on chequing, savings, e-transfers, credit unions vs. banks.
Small group task: compare investment tools (TFSA, GICs, stocks, bonds).
Guest speaker from local financial institution (active learning/community connection).
Formative quiz: identify best financial tools for different life goals.

Excellent — here’s a full 10-day lesson sequence for Unit 4: Banking, Saving, and Investing in Financial Literacy 10 (Saskatchewan). Each day includes lesson plans, websites, activities, evaluations, and answer keys. Outcomes FL10.7 (banking products/services) and FL10.8 (savings/investments) are covered thoroughly.

Unit 4: Banking, Saving, and Investing (10 Classes)

Day 1 – Introduction to Financial Institutions

Objective: Explore banks, credit unions, and online banks (FL10.7).

Direct Instruction (15 min): Compare traditional banks vs. credit unions vs. online-only institutions.
Video (5 min): Banks vs Credit Unions – Nerdwallet
Group Activity (25 min): Venn Diagram comparing banks and credit unions.
Exit Ticket (5 min): “One reason someone might choose a credit union.”

Answer Key (sample points):

Banks: larger network, more services, profit-driven.
Credit Unions: member-owned, community-focused, lower fees.
Both: provide chequing, savings, loans.

Day 2 – Banking Products & Services

Objective: Learn about chequing, savings accounts, e-transfers, online banking.

Warm-up (5 min): Students share their own banking experiences.
Direct Instruction (15 min): Explain chequing vs. savings, debit cards, e-transfers, online banking.
Activity (30 min): Banking Services Match-Up (worksheet: students match service with correct description).
Exit Ticket (5 min): “Why shouldn’t I use a savings account for daily spending?”

Answer Key (examples):

Chequing: daily transactions.
Savings: earns interest, for short/long-term goals.
E-transfer: electronic person-to-person payment.
Online banking: digital account management.

Day 3 – Fees, Interest, and Safety

Objective: Examine fees, interest rates, and deposit insurance.

Direct Instruction (15 min): Bank fees (monthly, overdraft), interest (savings vs. loans), CDIC deposit insurance.
Simulation (30 min): Students compare 3 account options using sample bank fee charts (from RBC Student Banking or TD).
Discussion (10 min): How to choose best account.
Exit Ticket: “What protects your money if a bank fails?”

Answer Key: CDIC (Canada Deposit Insurance Corporation) covers up to $100,000 per insured category.

Day 4 – Savings Accounts & TFSAs

Objective: Understand different savings tools (FL10.8).

Direct Instruction (15 min): Explain high-interest savings accounts (HISAs) and Tax-Free Savings Accounts (TFSA).
Video (5 min): TFSA Explained – Wealthsimple
Activity (30 min): Students complete scenarios: Which account fits best?
Exit Ticket (5 min): “Why would someone choose a TFSA over a regular savings account?”

Answer Key:

TFSA = tax-free growth, best for long-term savings.
HISA = interest, but taxed, best for short-term savings.

Day 5 – Introduction to Investing: GICs & Bonds

Objective: Learn about low-risk investments.

Direct Instruction (15 min): Define Guaranteed Investment Certificates (GICs), bonds (government vs. corporate).
Worksheet (30 min): Students analyze which is safer, risk vs. return.
Discussion (10 min): “Would you prefer a safe investment or higher returns?”

Answer Key:

GIC: guaranteed, fixed interest, low risk.
Bond: slightly higher risk/return, but repayable.

Day 6 – Higher-Risk Investments: Stocks & Mutual Funds

Objective: Explore stocks, ETFs, mutual funds.

Direct Instruction (15 min): Explain ownership of stocks, diversification through funds.
Video (5 min): Stocks and Mutual Funds Explained – Fidelity
Activity (30 min): Stock Market Simulation (students “buy” 3 companies with $1,000 each and track performance for a week).
Exit Ticket (5 min): “One risk of buying stocks.”

Answer Key: Risk = market fluctuation, company losses, no guarantee of return.

Day 7 – Comparing Investment Tools

Objective: Compare TFSA, GICs, bonds, stocks.

Small Group Task (40 min): Create a comparison chart: risk, return, liquidity, tax implications.
Gallery Walk (15 min): Groups share posters/charts.
Exit Ticket (5 min): “Which tool would you pick for retirement savings?”

Answer Key (summary table):

TFSA: flexible, tax-free growth, depends on what’s inside.
GIC: safe, low return, locked for a term.
Bond: medium risk, medium return.
Stock: high risk, high return.

Day 8 – Guest Speaker / Community Connection

Objective: Hear from a local banker or credit union rep.

Guest Speaker (30–40 min): Topics: services, investing for youth, fraud prevention.
Student Questions (10 min).
Reflection Journal (10 min): Write 3 takeaways.

Day 9 – Formative Quiz & Case Scenarios

Objective: Apply knowledge to life goals.

Formative Quiz (25 min):
1. Chequing vs. savings account difference.
2. Which tool: buying a car in 2 years (TFSA/GIC/stock)?
3. Which is riskier: bond or stock?
4. Why diversify?
Case Studies (25 min): Students choose best tool for given scenarios.

Answer Key:

Chequing = daily use; Savings = interest/long-term.
GIC or TFSA with safe option.
Stock = riskier.
Diversify = spread risk.

Day 10 – Culminating Project: My Financial Plan

Objective: Create a personal financial strategy.

Instruction (10 min): Review key tools.
Project (40 min): Students design a simple plan:
- Short-term savings goal
- Long-term investing goal
- Chosen institution & why
Sharing (10 min): Present highlights in pairs.

Assessment Rubric (summative):

Accuracy of information (5 marks)
Realistic goals (5 marks)
Application of concepts (5 marks)
Clarity/presentation (5 marks)
Total: 20 marks

✅ Unit Resource Links

Unit 5: Credit and Debt (10 classes)

Outcomes:

FL10.9: Examine types of credit and debt, and their implications.
FL10.10: Analyze credit reports, credit ratings, and borrowing costs.

Suggested Activities:

Teacher modeling: calculate interest and cost of credit using worked examples.
Role-play: lender vs. borrower scenarios (students defend lending/borrowing decisions).
Retrieval practice drills: key vocabulary (principal, interest, APR, credit score).
Misconception check: true/false statements about credit (debrief as a class).

Here’s a 10-day, 1-hour-per-class lesson plan sequence for Unit 5: Credit and Debt in Financial Literacy 10 (Saskatchewan), aligned with FL10.9 and FL10.10. Each day includes detailed activities, web resources, and answer keys for evaluations.

Unit 5: Credit and Debt (10 Classes)

Day 1 – Introduction to Credit & Debt

Objective: Define credit, debt, and understand their role in personal finance (FL10.9).

Direct Instruction (15 min): Types of credit (loans, credit cards, lines of credit) and debt. Explain good vs. bad debt.
Video (5 min): Credit and Debt Explained – Investopedia
Class Discussion (20 min): Students share examples of credit use they know.
Exit Ticket (5 min): “Name one type of credit and one type of debt.”

Answer Key:

Credit: credit card, personal loan
Debt: mortgage, student loan

Day 2 – Interest & Borrowing Costs

Objective: Calculate interest and understand borrowing costs (FL10.9).

Warm-up (5 min): Quick retrieval quiz: define principal, interest, APR.
Teacher Modeling (25 min): Show examples: simple interest vs. compound interest using formulas:
1. Simple: I=P×r×tI = P \times r \times t
2. Compound: A=P(1+r)tA = P(1 + r)^t
Guided Practice (25 min): Students calculate:
1. $1,000 loan, 5% annual simple interest, 3 years.
2. $1,000 credit card balance, 18% APR, compounded monthly for 1 year.

Answer Key:

Simple Interest: I=1000×0.05×3=$150I = 1000 \times 0.05 \times 3 = \$150 → Total repayment = $1,150
Compound Interest: A=1000(1+0.18/12)12≈1000(1.015)12≈$1,195.62A = 1000(1 + 0.18/12)^{12} \approx 1000(1.015)^12 \approx \$1,195.62

Web Resource: Simple vs Compound Interest – The Balance

Day 3 – Credit Reports & Ratings

Objective: Analyze credit reports and credit scores (FL10.10).

Direct Instruction (15 min): Explain credit bureaus, credit score ranges, impact on borrowing costs.
Interactive Website: Equifax Canada – Understanding Credit Scores
Activity (30 min): Students examine sample credit reports, identify errors or items affecting score.
Exit Ticket (5 min): “One factor that increases your credit score.”

Answer Key:

Payment history, low credit utilization, no recent hard inquiries.

Day 4 – Calculating Loan Costs

Objective: Apply interest calculations to real-life credit scenarios (FL10.9).

Teacher Modeling (15 min): Work examples: car loan, student loan, credit card balance.
Student Practice (35 min):
1. $5,000 car loan, 6% annual interest, 5 years, monthly payments.
2. Credit card: $1,200 balance, 20% APR, pay minimum $50/month → calculate interest after 1 month.

Answer Key:

Simple monthly interest approximation: 5000×0.06=3005000 \times 0.06 = 300 annual → $25/month interest, plus portion of principal.
Monthly interest: 1200×0.20/12=201200 \times 0.20 /12 = 20 → total payment $50 → principal reduces $30.

Day 5 – Role-Play: Lender vs Borrower

Objective: Practice lending/borrowing decision-making (FL10.9 & FL10.10).

Activity (45 min): Students split into “lender” and “borrower” pairs. Given profiles (credit score, income, loan request), lenders decide to approve or deny.
Debrief (10 min): Class discusses fairness and risk.

Day 6 – Key Vocabulary Drill

Objective: Retrieval practice of principal, interest, APR, credit score, minimum payment.

Warm-up (10 min): Flashcards or Kahoot! Kahoot Example – Credit Terms
Activity (40 min): Students complete a “Fill-in-the-blank” worksheet with definitions and scenarios.

Answer Key (examples):

Principal = initial borrowed amount
Interest = cost of borrowing
APR = annual percentage rate
Credit score = numerical evaluation of creditworthiness
Minimum payment = smallest monthly required payment

Day 7 – Misconception Check: True/False Statements

Objective: Identify and correct common credit misconceptions (FL10.9 & FL10.10).

Activity (40 min): Students respond T/F to statements, then discuss:
1. “Paying only the minimum prevents interest from accumulating.” → False
2. “Closing old credit cards improves your score.” → False
3. “High income guarantees loan approval.” → False
4. “Late payments reduce credit score.” → True
Debrief (15 min): Explain reasoning behind each.

Day 8 – Credit Card vs. Loan Case Study

Objective: Compare borrowing costs of credit cards vs. installment loans.

Activity (40 min): Students calculate total repayment for:
1. $2,000 credit card balance, 19% APR, pay $100/month.
2. $2,000 personal loan, 6% interest, 12-month term.
Discussion (15 min): Which is cheaper? Risks?

Answer Key:

Credit card approx. $190 interest first month, total varies → higher long-term cost if minimum payments continue.
Personal loan: $2,000 × 0.06 = $120 interest → total $2,120 → cheaper, predictable.

Day 9 – Mini-Quiz on Credit & Debt

Objective: Assess knowledge of Unit 5 concepts.

Quiz (30 min, 1 mark each, 10 questions):

Define principal.
APR stands for?
Credit score range?
T/F: Minimum payment avoids interest.
Name one type of debt.
What is compound interest?
How does high credit utilization affect score?
True/False: Paying bills late does not affect credit score.
Calculate simple interest: $1,500 loan, 8%, 2 years.
Which has lower risk: stock or loan?

Answer Key:

Initial borrowed amount
Annual Percentage Rate
300–900 (approx.)
False
Mortgage, credit card, personal loan, etc.
Interest on principal + accumulated interest
Lowers score
False
I = 1,500 × 0.08 × 2 = $240
Loan

Day 10 – Culminating Project: Personal Credit Strategy

Objective: Apply knowledge to create a responsible credit plan.

Activity (50 min): Students design a 1-page plan including:
- Type(s) of credit they might use
- Expected repayment plan
- Strategies to maintain good credit score
Share & Peer Review (10 min): Exchange and provide feedback.

Assessment Rubric (20 marks):

Accurate use of credit terms (5)
Realistic repayment strategy (5)
Risk awareness (5)
Clarity and presentation (5)

✅ Unit Resource Links

I can also create all worksheets (interest calculation, T/F misconceptions, credit comparison) with complete answer keys ready for classroom use.

Do you want me to make those next?

Unit 5 worksheets

Perfect! Here’s a complete set of worksheets for Unit 5: Credit and Debt, ready for classroom use. Each includes questions, instructions, and full answer keys.

Worksheet 1: Interest Calculations

Name: ____________________ Date: _______________
Objective: Practice calculating simple and compound interest.

Part A – Simple Interest

A $2,500 personal loan has an annual interest rate of 6%. How much interest will accrue after 3 years?
$1,200 borrowed at 8% per year for 2 years. Calculate total repayment.

Part B – Compound Interest

$1,500 credit card balance, 18% APR, compounded monthly for 1 year. Calculate final amount.
$5,000 loan, 5% compounded annually for 3 years. Calculate total repayment.

Answer Key – Worksheet 1
Part A:

I = P × r × t → 2,500 × 0.06 × 3 = 450 → Total repayment = $2,950
I = 1,200 × 0.08 × 2 = 192 → Total repayment = $1,392

Part B:

A = 1,500 × (1 + 0.18/12)^12 ≈ 1,500 × 1.1956 ≈ $1,793.40
A = 5,000 × (1 + 0.05)^3 ≈ 5,000 × 1.157625 ≈ $5,788.13

Worksheet 2: Credit Terms & Retrieval Practice

Name: ____________________ Date: _______________
Objective: Recall key credit terms.

Instructions: Fill in the blanks or answer the questions.

The ______________ is the original amount borrowed.
APR stands for _______________________.
True/False: Paying only the minimum on a credit card prevents interest from accumulating. _______
A person’s creditworthiness is summarized in a ____________ score.
A ____________ is the smallest monthly required payment on a credit card.
True/False: Closing old credit cards automatically improves your credit score. _______
Interest charged on both principal and accumulated interest is called ____________.

Answer Key – Worksheet 2

Principal
Annual Percentage Rate
False
Credit
Minimum payment
False
Compound interest

Worksheet 3: Misconceptions – True/False

Name: ____________________ Date: _______________
Objective: Identify and correct common credit misconceptions.

Instructions: Mark True (T) or False (F). If false, correct the statement.

Paying bills late does not affect your credit score. _______
High income guarantees loan approval. _______
Using only a small portion of your available credit improves your credit score. _______
Credit card debt is always bad. _______
Minimum payments are the best way to repay debt quickly. _______

Answer Key – Worksheet 3

False → Late payments lower your credit score.
False → Approval depends on credit score, debt-to-income ratio, history.
True
False → Responsible use can build credit.
False → Paying more than minimum reduces interest and repays faster.

Worksheet 4: Case Study – Credit Choices

Name: ____________________ Date: _______________
Objective: Apply knowledge to real-life credit scenarios.

Scenario:
Sarah wants to borrow $2,000 for a new laptop. She can:

Option A: Credit card, 19% APR, minimum $100/month
Option B: Personal loan, 6% interest, 12 months

Questions:

Calculate approximate interest for each option.
Which option is cheaper overall? Why?
What could Sarah do to reduce borrowing costs?

Answer Key – Worksheet 4

Credit card: $2,000 × 0.19 ≈ $380/year → total depends on payments
Personal loan: $2,000 × 0.06 = $120 total interest
Personal loan is cheaper → lower interest, predictable payments
Pay more than minimum, choose lower-interest loan, consider saving first

Worksheet 5: Mini-Quiz – Credit & Debt

Name: ____________________ Date: _______________
Instructions: Complete the following.

Define principal.
APR stands for?
Credit score range in Canada?
True/False: Minimum payment avoids interest.
Name one type of debt.
What is compound interest?
How does high credit utilization affect score?
True/False: Paying bills late does not affect credit score.
Calculate simple interest: $1,500 loan, 8%, 2 years.
Which has lower risk: stock or loan?

Answer Key – Worksheet 5

Initial borrowed amount
Annual Percentage Rate
300–900 (approx.)
False
Mortgage, credit card, personal loan
Interest on principal + accumulated interest
Lowers score
False
1,500 × 0.08 × 2 = $240
Loan

If you like, I can also create a full PDF packet combining all 5 worksheets with clean formatting and space for student answers so it’s ready to print and hand out.

Do you want me to do that next?

Unit 6: Consumer Awareness and Financial Responsibility (9 classes)

Outcomes:

FL10.11: Explore consumer rights and responsibilities.
FL10.12: Analyze the role of advertising and marketing in financial decision-making.

Suggested Activities:

Ad analysis: break down how companies target teens.
Case studies on consumer protection (scams, frauds, warranties).
Class debate: “Does advertising help or harm consumers?”
Quick retrieval checks on consumer rights.

Here’s a detailed day-by-day lesson plan for Unit 6: Consumer Awareness and Financial Responsibility (9 classes), following the Saskatchewan Financial Literacy 10 curriculum. Each class is 1 hour and includes activities, suggested websites, and formative assessment with answer guidance.

Unit 6: Consumer Awareness and Financial Responsibility (9 classes)

Outcomes:

FL10.11: Explore consumer rights and responsibilities.
FL10.12: Analyze the role of advertising and marketing in financial decision-making.

Class 1: Introduction to Consumer Rights

Objective: Understand basic consumer rights and responsibilities.
Activities:

Direct instruction on Canadian consumer rights (refunds, warranties, fair treatment).
Group discussion: “What rights do I have as a teen consumer?”
Create a classroom anchor chart summarizing rights and responsibilities.
Websites:

Government of Canada – Consumer Rights
Formative Assessment: Quick 5-question quiz: match right to scenario.
Answer Key:
Refund → defective product
Warranty → covers manufacturer defects
Right to safety → unsafe product
Right to information → accurate labeling
Right to choose → ability to select among products

Class 2: Consumer Responsibilities

Objective: Explore personal responsibilities as a consumer.
Activities:

Direct instruction: responsibilities (paying bills on time, reading contracts, reporting fraud).
Small group scenarios: “What would you do?” – students analyze responsibilities in real-life situations.
Formative: Mini reflection: students list 3 responsibilities they have as consumers.

Class 3: Introduction to Advertising and Marketing

Objective: Understand advertising techniques and their influence.
Activities:

Show short commercials targeting teens (TV or YouTube).
Class discussion: identify techniques used (celebrity endorsement, emotional appeal, scarcity).
Websites:

MediaSmarts – Understanding Advertising
Formative: Students complete “Ad Technique Table” with examples from videos.

Class 4: Ad Analysis Activity

Objective: Analyze real-world ads for persuasion techniques.
Activities:

Students bring print or online ads targeting teens.
Small groups dissect ads: target audience, techniques, claims vs. facts.
Share findings in class discussion.
Formative Assessment: Groups submit 1-page analysis.

Class 5: Case Studies – Consumer Protection

Objective: Apply knowledge of consumer rights to real scenarios.
Activities:

Present case studies: online scams, warranty disputes, misleading labeling.
Students work in pairs to identify rights violated and propose solutions.
Websites:

Competition Bureau Canada – Consumer Cases
Formative Assessment: Class debrief with teacher feedback on solutions.

Class 6: Scam Awareness

Objective: Recognize common scams and frauds.
Activities:

Direct instruction on phishing, fake offers, identity theft.
Students complete online quiz: “Spot the Scam” (teacher-prepared or use Canadian Anti-Fraud Centre).
Answer Key: Provided in teacher’s key for scenarios (red flags: urgent request, too-good-to-be-true, asking for personal info).

Class 7: Advertising Debate Preparation

Objective: Prepare arguments on the impact of advertising.
Activities:

Assign debate topic: “Does advertising help or harm consumers?”
Students research and prepare points for either side using websites and examples from previous classes.
Teacher circulates to scaffold arguments and check sources.

Class 8: Advertising Debate

Objective: Practice critical thinking and defend positions.
Activities:

Formal debate: 2 teams, 1 moderator.
Class votes on most persuasive arguments.
Formative Assessment: Peer evaluation rubric + teacher notes on argument quality.

Class 9: Unit Review & Quiz

Objective: Consolidate knowledge of consumer rights, responsibilities, and advertising.
Activities:

Retrieval practice: Kahoot/Quizizz review on key terms and scenarios.
Short-answer quiz (10 questions) covering rights, responsibilities, advertising techniques, and scam recognition.
Answer Key:
Right to safety → unsafe product
Right to information → accurate labeling
Right to choose → ability to select
Refund → defective product
Warranty → manufacturer defect coverage
Advertising technique → celebrity endorsement, emotional appeal, scarcity
Scam red flag → urgent request for personal info
Consumer responsibility → read contract before signing
True/False: Ads always tell the full story → False
Example of teen-targeted marketing → social media influencer promoting product

This plan covers all 9 classes, integrates direct instruction, active learning, retrieval practice, and formative assessment, and connects explicitly to FL10.11 and FL10.12 outcomes.

I’m unable to provide a downloadable PDF directly. However, I can guide you on how to create one using the detailed lesson plans and resources provided below. You can copy this content into a word processor like Microsoft Word or Google Docs, format it as needed, and then export it as a PDF.

📘 Financial Literacy 10 – Unit 6: Consumer Awareness and Financial Responsibility

Grade Level: 10
Duration: 9 Classes
Curriculum Outcomes:

FL10.11: Explore consumer rights and responsibilities.
FL10.12: Analyze the role of advertising and marketing in financial decision-making.

🗓️ Unit Overview

Class	Topic	Activities	Assessment
Day 1	Introduction to Consumer Rights and Responsibilities	– Discuss consumer rights and responsibilities. – Analyze case studies on consumer protection.	Formative assessment through discussion.
Day 2	Advertising and Marketing Strategies	– Examine how companies target teens through advertising. – Analyze advertisements.	Group presentation on findings.
Day 3	Case Study: Scams and Frauds	– Study real-life examples of scams and frauds. – Discuss prevention strategies.	Quiz on scams and frauds.
Day 4	Warranties and Consumer Protection Laws	– Learn about warranties and consumer protection laws. – Role-play scenarios.	Role-play evaluation.
Day 5	Analyzing Advertising Techniques	– Break down advertising techniques used to influence decisions. – Group discussions.	Group analysis report.
Day 6	Ethical Consumerism	– Discuss ethical consumerism. – Debate on ethical vs. unethical marketing.	Debate performance.
Day 7	Consumer Advocacy	– Learn about consumer advocacy groups. – Research and present on a consumer advocacy group.	Presentation evaluation.
Day 8	Financial Responsibility and Decision Making	– Discuss the role of financial responsibility in consumer decisions. – Case studies.	Case study analysis.
Day 9	Unit Review and Reflection	– Review key concepts. – Reflect on learning. – Final assessment.	Final assessment.

📚 Suggested Resources

Consumer Protection Saskatchewan: https://www.saskatchewan.ca/government/government-id/consumer-protection
Competition Bureau Canada: https://www.competitionbureau.gc.ca/
Advertising Standards Canada: https://adstandards.ca/

📝 Answer Keys for Evaluations

Day 3: Quiz on Scams and Frauds

What is phishing?
Answer: A fraudulent attempt to obtain sensitive information by disguising as a trustworthy entity.
Which of the following is a common sign of a scam?
a) Request for personal information via email
b) Official government communication
c) Secure website with HTTPS
Answer: a) Request for personal information via email
What should you do if you suspect you’ve been scammed?
Answer: Report to the appropriate authorities, such as the Canadian Anti-Fraud Centre.

Day 4: Role-Play Evaluation

Scenario: A company offers a free trial of a product that automatically enrolls you in a paid subscription.
Evaluation Criteria:
- Understanding of the scenario.
- Demonstration of consumer rights.
- Appropriate response and actions.

Day 5: Group Analysis Report

Task: Analyze an advertisement targeting teens and identify the marketing strategies used.
Evaluation Criteria:
- Identification of strategies (e.g., emotional appeal, celebrity endorsement).
- Analysis of effectiveness.
- Presentation clarity.

Day 6: Debate Performance

Topic: “Does advertising help or harm consumers?”
Evaluation Criteria:
- Argument strength.
- Use of evidence.
- Engagement and rebuttal skills.

Day 7: Presentation Evaluation

Task: Present on a consumer advocacy group and its role.
Evaluation Criteria:
- Research depth.
- Presentation skills.
- Understanding of the group’s impact.

Day 8: Case Study Analysis

Task: Analyze a case study involving a consumer decision.
Evaluation Criteria:
- Identification of financial responsibilities.
- Decision-making process.
- Reflection on outcomes.

Day 9: Final Assessment

Format: Multiple-choice and short-answer questions covering all unit topics.
Evaluation Criteria:
- Accuracy of responses.
- Demonstrated understanding of key concepts.

Unit 7: Financial Decision-Making and Planning (8 classes)

Outcomes:

FL10.13: Develop decision-making strategies for personal finance.
FL10.14: Apply financial literacy to short- and long-term planning.

Suggested Activities:

Scenario-based learning: students make financial choices in mock life situations.
Create a short-term financial plan (e.g., saving for a phone or trip).
Peer feedback on plans (active learning).
Retrieval quiz: decision-making models.

Here’s a detailed set of lesson plans for each of the 8 classes in Unit 7: Financial Decision-Making and Planning for Financial Literacy 10, Saskatchewan curriculum. Each class is 1 hour long. I’ve included activities, suggested resources/links, and evaluation answer keys.

Unit 7: Financial Decision-Making and Planning (8 Classes)

Outcomes:

FL10.13: Develop decision-making strategies for personal finance.
FL10.14: Apply financial literacy to short- and long-term planning.

Class 1: Introduction to Financial Decision-Making

Activities:

Direct instruction: Introduce decision-making frameworks (pros/cons list, decision matrix, SMART goals).
Class discussion: Why financial decisions matter.
Brainstorm: Common teen financial decisions (e.g., saving vs. spending).

Website Links:

Assessment:

Exit ticket: List one financial decision you made recently and the process you used.

Answer Key:

No strict key; teacher reviews for understanding of reasoning process.

Class 2: Scenario-Based Financial Choices (Short-Term Decisions)

Activities:

Students work in pairs to analyze short-term financial scenarios (e.g., buy a concert ticket or save the money).
Record choices and reasoning.
Class discussion on differences in decisions.

Resources:

Scenario worksheets: create situations with budget constraints, optional extras, and rewards.

Assessment:

Peer feedback: Did the partner’s decision-making process consider all relevant factors?

Answer Key:

Expected reasoning includes consideration of needs vs. wants, budget, and short-term goals.

Class 3: Scenario-Based Financial Choices (Long-Term Decisions)

Activities:

Introduce long-term planning (education savings, car purchase, first apartment).
Students use decision-making frameworks to evaluate options.
Compare decisions with classmates.

Website Links:

Financial Consumer Agency of Canada – Planning

Assessment:

Teacher observation and rubric scoring for analysis of scenarios.

Answer Key:

Students should identify trade-offs, consider future implications, and justify choices.

Class 4: Creating Short-Term Financial Plans

Activities:

Each student creates a short-term financial plan (e.g., saving for a phone or trip).
Include budget, timeline, and strategies to reach goal.
Peer review for clarity and feasibility.

Assessment:

Rubric: completeness, clarity, realistic budgeting.

Answer Key:

Example short-term plan:
- Goal: Save $600 for a trip in 3 months
- Strategy: Save $50/week, reduce discretionary spending by $20/week, find part-time work for $20/week
- Result: $600 achieved in 12 weeks

Class 5: Applying Decision-Making Models

Activities:

Review pros/cons, decision matrix, and SMART goal frameworks.
Apply models to new scenarios (buying insurance, investing small amount).
Group discussion of results.

Assessment:

Quick quiz on which decision-making model fits different scenarios.

Answer Key:

Decision matrix → Compare multiple options across criteria
SMART goals → Short- and long-term goals
Pros/cons list → Quick or simple decisions

Class 6: Peer Feedback on Financial Plans

Activities:

Students exchange short-term financial plans.
Use a rubric to provide constructive feedback: clarity, feasibility, budgeting accuracy, completeness.
Discuss improvements as a class.

Assessment:

Peer evaluation sheet.

Answer Key:

Feedback should note whether budget totals match goal, timeline is realistic, and strategies are clear.

Class 7: Connecting Short-Term and Long-Term Planning

Activities:

Students create a combined plan: short-term savings goals + long-term objectives (post-secondary education, car purchase).
Discussion: How short-term decisions influence long-term outcomes.

Assessment:

Teacher evaluates combined plan using rubric.

Answer Key:

Example: Saving $50/week short-term → $600 in 3 months → apply surplus to long-term education savings. Short-term choices aligned with long-term goal.

Class 8: Unit Review and Retrieval Quiz

Activities:

Retrieval quiz: decision-making models, short/long-term planning, scenario analysis.
Class discussion: reflect on what strategies worked and areas to improve.

Website Links:

Quiz Sample Questions:

List three decision-making frameworks for financial choices.
How does short-term planning affect long-term goals?
Given a scenario, recommend a financial choice and justify using a decision-making model.

Answer Key:

Pros/cons list, Decision matrix, SMART goals
Short-term choices can increase or decrease resources for long-term goals, affect timing and feasibility.
Answers will vary; expect reasoning referencing model applied and consideration of needs, wants, trade-offs.

Unit 8: Capstone Project & Review (10 classes)

Outcomes:

Integration of all FL10 outcomes.

Suggested Activities:

Capstone: Students create a Personal Financial Plan (career income, budget, saving, credit use, consumer strategies, future goals).
Peer presentations with class Q&A.
Retrieval practice games (Kahoot, flashcards, concept maps).
Comprehensive review and final assessment.

Absolutely! Here’s a detailed day-by-day lesson plan for Unit 8: Capstone Project & Review (10 classes) in Financial Literacy 10, aligned with the Saskatchewan curriculum. I’ve included specific activities, website resources, evaluations, and answer keys where applicable.

Unit 8: Capstone Project & Review (FL10)

Duration: 10 classes, 1 hour each
Outcomes: Integration of all FL10 outcomes (FL10.1–FL10.14)

Class 1: Introduction to Capstone Project

Objective: Understand the requirements of the Personal Financial Plan Capstone.

Activities:

Direct Instruction (15 min):
- Teacher explains project:
  - Include career choice, income, budget, savings, credit use, consumer strategies, short- and long-term goals.
  - Final product can be a written report, spreadsheet, or presentation.
- Share rubric with assessment criteria (clarity, accuracy, integration of FL10 outcomes).
Brainstorming (20 min):
- Students individually identify:
  - Career options
  - Estimated income
  - Short- and long-term goals
Pair Share (15 min):
- Students discuss their ideas with a partner for feedback.
Homework Assignment (10 min):
- Collect realistic data: salary for chosen careers, typical living costs, and possible saving strategies.

Resources:

Job Bank Canada – for career salaries and outlooks
Canadian Financial Consumer Agency – for budgeting and consumer tips

Evaluation:

Teacher checks brainstorming notes for feasibility and clarity.

Class 2: Career Income & Budgeting

Objective: Integrate career income with realistic budgeting.

Activities:

Direct Instruction (15 min):
- Explain pay stubs, deductions (CPP, EI, taxes), and net income.
- Demonstrate creating a monthly budget using income.
Independent Work (35 min):
- Students create monthly budget based on chosen career using template:
  - Income
  - Fixed expenses (rent, utilities, transportation)
  - Variable expenses (food, entertainment)
  - Savings
Quick Check (10 min):
- Students submit budget draft; teacher checks calculations.

Answer Key Example:

Career: Registered Nurse, Net Income: $4,000/month
Expenses: Rent $1,200, Utilities $200, Food $400, Transport $150, Entertainment $200, Savings $500 → Total $2,650 → Surplus $1,350 (adjusted for accuracy)

Resource:

Budget Calculator

Class 3: Saving & Investing Strategies

Objective: Include realistic savings and investment plans.

Activities:

Direct Instruction (15 min):
- Review saving vs investing: GICs, TFSA, RRSP, stocks, emergency fund.
- Explain risk vs reward, short-term vs long-term goals.
Small Group Task (25 min):
- Students choose 2–3 saving/investing strategies for their plan.
- Complete a table: Strategy, Amount, Timeline, Risk Level, Expected Return.
Class Discussion (10 min):
- Compare choices, rationale for strategies.

Answer Key Example:

Strategy	Amount	Timeline	Risk	Expected Return
TFSA	$200/month	1 year	Low	3%
GIC	$500	2 years	Low	4%
Emergency Fund	$50/month	6 months	None	N/A

Resource:

Investing for Beginners – Canadian Securities Admin

Class 4: Credit Use & Consumer Strategies

Objective: Integrate credit and consumer awareness in financial planning.

Activities:

Direct Instruction (10 min):
- Explain credit cards, interest, APR, credit score, and consumer protection rights.
Scenario Task (35 min):
- Students incorporate credit usage in their plan:
  - Example: Emergency $500 credit, calculate interest if unpaid.
  - Identify pros and cons of using credit vs savings.
Discussion (10 min):
- Present 1 scenario to class; discuss optimal credit decisions.

Answer Key Example:

Emergency $500 credit at 19.99% APR
Interest after 1 month ≈ $8.33 → Total due $508.33

Resources:

Credit & Borrowing – FCAC

Class 5: Short-Term & Long-Term Goals Integration

Objective: Ensure all goals are aligned with financial realities.

Activities:

Direct Instruction (10 min):
- Explain importance of short-term savings supporting long-term objectives.
Independent Work (35 min):
- Students create timeline: link short-term actions (weekly savings) to long-term goals (car, post-secondary education).
Peer Feedback (15 min):
- Students exchange timelines; peers provide suggestions for feasibility.

Evaluation:

Timelines should be realistic; savings align with goals.

Class 6: Capstone Draft Completion

Objective: Complete first draft of Personal Financial Plan.

Activities:

Independent Work (50 min):
- Students compile all sections: career, budget, saving/investing, credit, goals.
- Teacher circulates to provide guidance.
Exit Ticket (10 min):
- List one area that still needs refinement.

Evaluation:

Draft completeness: all sections included and calculations correct.

Class 7: Peer Presentations (Part 1)

Objective: Present financial plan, receive feedback.

Activities:

Student Presentations (45 min):
- Each student presents 5–7 minutes.
- Peers use rubric to evaluate clarity, feasibility, integration.
Class Debrief (15 min):
- Discuss common strengths and areas for improvement.

Evaluation Rubric Highlights:

Clear budget and calculations
Logical saving/investment plan
Credit usage explained
Short/long-term goals aligned

Class 8: Peer Presentations (Part 2)

Objective: Continue presentations; refine plans.

Activities:

Same structure as Class 7.
Teacher notes patterns of errors (budget mistakes, unrealistic goals).
Students revise plans post-presentation.

Class 9: Retrieval Practice & Review Games

Objective: Review all FL10 content before final submission.

Activities:

Kahoot Quiz (25 min):
- Mix of multiple choice & scenario-based questions covering Units 1–7.
Concept Map Activity (25 min):
- Students create a map connecting: income → budgeting → credit → investing → consumer decisions → goals.

Answer Key Examples:

Income → Budget → Savings → Investments → Credit → Short/Long-term Goals → Consumer Rights

Resources:

Class 10: Capstone Submission & Final Reflection

Objective: Submit final Personal Financial Plan; reflect on learning.

Activities:

Final Submission (40 min):
- Students submit written plan, spreadsheet, or presentation.
Reflection (15 min):
- Prompt: “What financial strategies learned will you apply in real life? How will you adjust your plan after high school?”
Teacher Feedback (5 min):
- Highlight common strengths, address misconceptions.

Evaluation:

Capstone graded according to rubric: integration of FL10 outcomes, realistic budgeting, goal setting, credit & savings strategies, consumer awareness.
Self-reflection included.

✅ Total = 75 classes

Unit 1: 6
Unit 2: 10
Unit 3: 12
Unit 4: 10
Unit 5: 10
Unit 6: 9
Unit 7: 8
Unit 8: 10

Financial Literacy 10 – Saskatchewan Outcomes

FL10.1 Explore how value systems, social factors, personal experiences and cultural backgrounds can influence financial decision-making.

Indicators (not a checklist, instead, are representative of what students need to know and/or be able to do in order to achieve an outcome)
a. Explore the impact value systems developed in childhood can have on attitudes towards
finances.
b. Investigate how culture, religion and family belief systems can influence trust in, and value of, financial institutions.
c. Explore how social influences and personal experiences shape one’s attitudes toward
financial decision-making.
d. Examine various cultural perspectives on income, budgeting, saving, sharing and accessing credit.
e. Research various approaches to financial decision-making based on different perspectives or traditions (e.g., halal banking, Indigenous beliefs on sharing).
f. Discuss how community and societal norms (e.g., expectations regarding gender roles)
influence the financial well-being of self, family and community.

FL10.2 Examine the influence that finances have on well-being.

Indicators

a. Explore ways to gather, interpret and utilize information to make responsible financial
decisions.
b. Explore how financial security can have a positive influence on personal mental health and
well-being.
c. Investigate the risks associated with lotteries, gambling (e.g., online sports betting, Video
Lottery Terminals) or fraudulent activity (e.g., theft, scams, fake reviews) that creates an
income.
d. Explore how accessing high-risk financial loans (e.g., pay-day loans, cash advances) can
impact mental health.
e. Describe the financial pressures that may be created by accessing credit cards, credit lines
and loans.
f. Explore the potentially addictive nature of spending and its connection to financial and
mental wellness.
g. Investigate resources, services and programs (e.g., debt consolidation, financial advice,
credit counselling, addictions counselling) to support and address financial challenges.

FL10.3 Research products and services provided by various financial institutions.

Indicators
a. Explore various types of financial institutions (e.g., virtual banks, bricks-and-mortar banks,
credit unions, alternative lenders).
b. Identify Indigenous financial institutions and others responsive to various cultures in Canada.
c. Examine common financial services or products such as chequing and savings accounts, debit
and credit cards, telephone banking, mobile banking, online banking and automated teller
machine (ATM) banking.
d. Compare youth, student and adult bank accounts.
e. Describe the process and requirements, including personal identification required (e.g., birth
certificate, social insurance number), for applying for an account at a financial institution.
f. Explain how to obtain direct deposit information from your financial institution.
g. Explore sources for obtaining unbiased financial advice such as:

financial institutions;
investment advisors;
robo advisors;
social media;
friends/family;
online investment platforms;
financial books;
seminars and workshops;
online forums/communities;
financial news media;
government sources; and,
independent research.

FL10.4 Explore various ways of earning an income.

Indicators
a. Explain the importance of a social insurance number (SIN) and how to obtain one.
b. Research payment methods for employees such as wages, salary, commission, tips and
bonuses.
c. Explain the budgeting implications of different frequencies of pay (e.g., biweekly, monthly).
d. Explore how entrepreneurs earn an income from various methods of self-employment such
as a brick-and-mortar store, online store, and services.
e. Analyze the advantages and disadvantages of different employment situations (e.g.,
employee, self-employment, contract, passive income, side hustle).
f. Examine the information provided on sample pay stubs including gross pay, net pay and
mandatory and optional deductions.
g. Determine the impact of overtime on gross and net pay.
Financial Literacy 10 10
h. Discuss the purpose of income tax and the relationship between earning an income and
taxation including the benefits of filing a tax return.
i. Create a sample tax return for a simple T4 employment form.
j. Investigate income associated with treaties (e.g., treaty education outcome TR10 – Examine
contemporary economic implications of Treaties for all the people of Saskatchewan and
other Canadian jurisdictions).
k. Discuss how to manage a substantial financial gain (e.g., generational income, gift, prize,
bursary, settlement).

FL10.5 Examine the role of personal budgets and their importance for financial planning.

Indicators
a. Define budgeting and describe the intent of a personal budget.
b. Explore the concepts of needs and wants and how they impact financial decisions.
c. Identify and justify information that may be in a personal budget including income, savings,
and expenses, including income and sales taxes.
d. Explain key considerations when developing a budget including regular, irregular, and
unexpected income and expenses.
e. Examine the purpose of sales taxes (e.g., Provincial Sales Tax and Goods and Services Tax)
and how tax is applied to purchases.
f. Discuss how personal goals (e.g., buying a car, saving for a major purchase, moving to
another city for school) impact a budget.
g. Develop a plan to make a major purchase (e.g., trip, musical instrument, vehicle).
h. Discuss how budgeting decisions vary at different stages of life to reflect shifting personal
goals.
i. Create and justify a personal budget for a hypothetical scenario that includes income and
expenses.

FL10.6 Explain the principles of saving money and the importance of a savings mindset.

Indicators
a. Discuss reasons for short and long-term saving of money.
b. Explain the relationship between saving and investing (e.g., interest rate, risk).
c. Investigate different saving strategies (e.g., lump sum or at regular intervals, pre-authorized
and random contributions).
d. Examine advantages and disadvantages associated with various saving strategies.
e. Identify appropriate savings strategies based on needs, wants and goals (e.g., 50 per cent
needs/30 per cent wants/20 per cent savings, auto withdrawal, deposit only account,
deductions at source).
f. Explore how family perspectives, culture, social influences and personal experiences shape
an individual’s attitude towards saving.
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g. Explore savings philosophies such as:

planning for “future me”; and,
h. Discuss the importance of including an emergency savings fund as part of a financial plan.

FL10.7 Examine various investment options.

Indicators
a. Investigate the purpose of investing.
b. Differentiate between various types of investments in including:

guaranteed Investment Certificate (GIC);
stocks;
bonds;
mutual fund and exchange traded funds (ETF); and,
instant vs. delayed gratification;
paying yourself first;
saving for a rainy day;
alternative investments (e.g., real estate, cryptocurrency, precious metals, collectible
items).

c. Explore types of tax saving investment accounts (e.g., Tax Free Savings Account [TFSA],
Registered Education Savings Plan [RESP]).
d. Explore the advantages of investing at an early age and the impact of growth over time.
e. Explain the reasons for diversification of investments.
f. Explain the concept of risk tolerance including risk versus reward.
g. Compare the advantages, disadvantages and ethical implications of various types of
investment options.

FL10.8 Analyze credit options and the importance of responsible borrowing.

Indicators
a. Compare various options for purchasing items with payment plans (e.g., buy now, pay later
[BNPL], rent to own) and without payment plans (cash price).
b. Investigate interest rates, minimum payments and potential benefits for a variety of loans
and credit cards.
c. Identify ways for a young adult to access credit for the first time and build a credit score.
d. Discuss credit scores and how they can impact future financial activities.
e. Critique the statement “Credit is a great way to make purchases when you are short on cash
or have low income.”
f. Explain the difference between good debt and bad debt and why individuals need to respect
debt.
g. Discuss the concept of net worth and the impact of borrowing on net worth.

FL10.9 Explain the importance of, and methods for, protecting personal information and financial assets.

Indicators
a. Describe ways to secure personal and financial information, including processes for online
account verification (e.g., passwords, encryption, personal identification number [PIN]).
b. Determine when personal information (e.g., social insurance number, account information,
passport information, personal address/location, credit card information) can be shared
safely.
c. Identify various documents such as receipts, bank statements, job applications, resumes and
passports which contain sensitive information that others could use fraudulently.
d. Identify how documents containing sensitive information may be stored and protected
using various tools and techniques, such as a fireproof safe, shredding documents and a
secured electronic folder.
e. Describe the levels of security associated with common payment methods such as cash,
debit card, cheque, electronic transfer (e-Transfer), credit card, bank draft, wire transfer and
prepaid credit card.
f. Discuss potential risks associated with online payments and contactless payment systems.
g. Investigate various ways individuals attempt to illegally gather personal information to earn
a profit through fraud.
h. Research processes to address and rectify issues with compromised personal information
and fraud.

FL10.10 Develop a plan for future aspirations including finances, education, career, family and wellness goals, and their interconnectedness.

Indicators
a. Define the term ‘lifestyle’.
b. Reflect on one’s current lifestyle including needs and wants.
c. Analyze lifestyle expectations and achievable lifestyle goals according to income.
d. Explore how various perspectives (e.g., cultural, religious, community) affect one’s lifestyle.
e. Investigate the earning potential of several career options of personal interest.
f. Explore educational pathways and potential costs associated with a variety of career choices
including self-employment.
g. Discuss ways to align the earning potential of one’s chosen career with the costs associated
with one’s desired future lifestyle (e.g., increase income, reduce expenses).
h. Discuss concepts related to long-term planning, including retirement (e.g., life insurance,
wills, pensions).
i. Describe personal goals surrounding family, social, health, physical, emotional, spiritual,
environmental and recreational dimensions.
j. Demonstrate how finances, education, career, family and wellness goals are interconnected.
k. Design and share a plan to meet future aspirations and goals.