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Course, Subject

Physics, English Language Arts (2005), Math, Science & Technology, Social Studies, English Language Arts (NYS P-12 Common Core), Literacy in Science and Technical Subjects (NYS 6-12 Common Core)

Lesson Objectives

Students will analyze the appropriate uses of credit by creating a collage that illustrates their concept of the good life.

Duration

60 minutes: Entire activity

Description

Working individually, students will create a collage of persons, places, or things that represent "the good life" to them. Students and adults alike have a long wish list of material goods. Examining the material and non-material aspects of "the good life" helps students find balance between their needs and their wants.

This lesson is one part of a larger unit, Credit. While completing this unit, students will learn about how to manage credit in addition to the influence of media on our perception of the good life and how we use credit. Students will also learn about how to shop for a credit card, the use of credit by college students, and the significance of their credit score and report.

Consumer Jungle units are designed to be flexible, and can be used as one integrated unit or individual segments. If you are planning to use the unit in its entirety, please see the Related Content field for the additional lessons. The End of Unit Assessment field contains links to the vocabulary and concept quizzes for the unit.

Materials

• Copies of The Good Life student worksheet
• The Good Life PowerPoint
• Computers with Internet access
• Microsoft PowerPoint
• File folders
• Glue
• Scissors
• Markers
• Construction paper
• Magazines

Step-by-Step Procedure

1. Hold a brief discussion of what students consider to be the 'good life'.
2. Distribute student handout The Good Life.
3. Ask the students to make a collage illustrating 10 to 15 aspects of the good life.
4. Ask students to list their 10 to 15 aspects in the numbered columns and then check the boxes that apply to that aspect of the good life. 
5. Have students answer the questions individually and then discuss the answers in small groups or as a class.
6. Have students turn in their collage for grading.

Classroom based: Provide file folder, glue, scissors, and markers. Provide 8 1/2- by 11-inch construction paper as background for collage. Provide magazines for clipping.

Internet based: Provide computer and Internet access, and have students search for images. Have the students use word processing or PowerPoint software to create a collage.

Related Content

• Checking Your Credit Report
• My Credit Card Plan
• Priceless
• Shopping for A Credit Card
• The Credit Safari
• Find the Fees
• Credit Wisdom

End of Unit Assessment

Students can take the vocabulary and concept quizzes via pen and paper.

Downloads:

• Credit Cards Vocab Quiz
• Credit Cards Concept Quiz

Content Provider

Consumer Jungle is dedicated to providing young adults with the life skills they need to become responsible, informed consumers. Consumer Jungle provides engaging and relevant consumer education curricula covering a variety of topics such as credit cards, transportation, living on your own, personal finances, telecommunications, health, and e-commerce fraud. Developed with input from teachers, students, and parents, Consumer Jungle delivers interactive games, activities, and relevant information directly to the home or classroom.

Website(s)

• Consumer Jungle -http://www.consumerjungle.org

Related Academic Standards

New York State

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

WST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

WST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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