Learning to Give, Philanthropy education resources that teach giving and civic engagement

How Do You Spend Your Time?
Lesson 2
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Lesson
Handouts
Academic Standards
Philanthropy Framework

Purpose:

Students learn four choices they can make with money and compare this to how they spend their time. They recognize that volunteering requires freedom of choice.

Duration:

One 45-Minute Session

Objectives:

The learner will:

  • define positive and negative incentives.
  • identify four ways to manage money and compare to ways they spend their time.
  • recognize that volunteering requires freedom of choice.
  • identify examples of families supporting giving and sharing.

Vocabulary:

  • common good: working together for the benefit of everyone
  • save: to keep or put aside for future access
  • invest: to put resources, such as money, in an account or in an organization for the purpose of growing the resources’ value and/or impact
  • spend: to use money or resources for something you want or need
  • donate: to give time, talent or resources for a charitable purpose with no expectation of something in return
  • incentive: positive or negative factors that motivate or influence people

Materials:

  • paper and colored pencils
  • compass for each student (for drawing circles)
  • ruler for each student

Instructional Procedure(s):

Anticipatory Set:

Have students raise their hands if they have responsibilities at home, such as walking a dog, cleaning, taking out the trash, caring for siblings, or cooking. Have a discussion about types of chores they have, how much time they spend at them, and whether they earn allowance.

  • Ask, "Does everyone in this group have the same responsibilities at home? Why or why not?" Discuss whether that is fair. Discuss whether students think there should be laws about exactly what each child should do at every age (their rights and responsibilities). Wouldn't that be fair?" Discuss the positive and negative effects of such laws. Lead students to recognize that they value having choices. 
  • Tell students that every family has different expectations for how children spend their time. Discuss the ways students show responsibility for their families (follow rules, care for siblings, take responsibility for chores, etc.). Have students share examples of ways their families support giving and sharing.
  • As a group, brainstorm how they spend their time in a typical week. Have them list general categories of activities (examples: sleep, school, chores, active play, TV, helping others, homework).
  • Then have each student estimate how much time he or she spends doing each activity in an average week. The quantity may be written in hours or percentages. Have each student make a pie graph showing how they spend their time.
  • Display their graphs and allow students to compare and contrast their time with other students.
  • Help students recognize they have choice about how to spend their time (with boundaries), and volunteering requires freedom of choice. Tell them that the choices of how they spend their time are very much like the choices people have with how to spend their money.
  • Introduce four things people can do with their money and discuss the differences:
    • Save: to keep or put aside for future use.
    • Invest: to put resources, such as money, in an account or in an organization for the purpose of growing the resources’ value and/or impact.
    • Spend: to use money for something you want or need.
    • Donate: to give time, talent or treasure with no expectation of something in return.
  • Ask students how these four ways fo spending money are related to ways they spend their time. For example, they may argue that sleeping is like investing because they are setting aside their energy and growing it to use later. Or they may argue that time spent helping others is like donating. Promote creative discussion. Have them support their ideas with a rationale (knowing that there isn't just one correct answer in this discussion).

 

Youth Voice:

Use ideas from the brainstorming and graphing to help students recognize that they may choose to spend their time sharing their interests and talents with others to make their mark on the world.

Curriculum Connection:

 

 

Cross-Curriculum Extensions:

Introduce the economic concept of incentives by writing the word on the board or chart paper. Tell students that incentives are “positive or negative factors that motivate or influence people,” such as those that motivated Alexander to spend in this story.

  • Positive incentives are like rewards that motivate you to do or not do something.
  • Negative incentives are like penalties that motivate or persuade you to do or not do something.
Use a plus (+) sign and a negative sign (-) on the board or chart paper to show the two kinds of incentives. Under the + and – signs, briefly list some positive and negative incentives at work in your after-school setting, such as incentives for attendance or completing an activity.

Handouts:

Philanthropy Framework:

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Unit Contents:

Overview:Investing In Others (3-5) Summary

Lessons:

1.
Paths to Different Jobs
2.
How Do You Spend Your Time?
3.
Alexander Used to Be Rich

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